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Curriculum*-in-the-Making

A Post-constructivist Perspective

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Wolff-Michael Roth

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
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Chapter 2. Event*-in-the-Making

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EVENT*-IN-THE-MAKING

There are neither causes nor effects. Linguistically we cannot get away from this. But this does not change matters. When I think the muscle separately from its “effects,” then I have negated it… In summa: an event is neither caused nor causing. Causa is a potential to bring something about, invented and added to events… (Nietzsche, 1954c, p. 768, original emphasis, underline added)

To recognize an event implies admitting its irreducibly originary spontaneity, sovereignty in short. (Marion, 2010a, p. 281, underline added)

Educators are interested in learning, that is, a process of increasing students’ knowledgeability and control over specific, age-appropriate tasks generally outlined in the official curriculum. According to the currently dominant paradigm/s – or dogma, ideology – learning is theorized in terms of individual and social construction. That is, what students know after undergoing some lesson or unit of lesson is theorized in terms of the outcomes of actions, which the agential subject of learning brings forth. Knowledge – in the form of cognitive structure, conceptions, or (declarative, procedural) information – is theorized as the outcome of actions that are the consequences (effects) of the learning intentions (causes) of agents. Learning is theorized in terms of nouns – often the difference between two states of knowledge – rather than verbs. But this is ← 27 | 28 → precisely the picture that the first introductory quotation asks us to abandon because there are no causes and effects, not if we look at events-in-the-making through the lens of...

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