h. m. kliebard · 92 50 1 bulletin of educational research march, 2004, vol. 50 no. 1 pp. 91-118 h....
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Bulletin of Educational Research
March, 2004, Vol. 50 No. 1 pp. 91-118
H. M. Kliebard’s Curricular History Studies and their Implications
Horng-Ming Jong
Abst rac t
Academic curricula had seldom been the object of historical studies until Kliebard
emphasized the study of curriculat history. This article presents his curricular history
studies and their implications for education. Kliebard’s studies focus on two interre-
lated themes, democracy and liberal education. He argues that the best way to under-
stand curriculum theory is by way of metaphor. His studies mainly examine curricular
development from the 1890s to the 1950’s, a period in which four groups struggled for
the control of curriculum development in the USA. Kliebard shows how curricular
history studies may increase our critical sensitivity to phenomena which we normally
take for granted. Current curriculum studies in Taiwan should also be examined
“historicized.” The author suggests that the study of curricular history can provide a
more comprehensive understanding of educational history and clarify the problem of
educational reform. He finally urges the adoption of a “spiral” model of curricula to
replace the so-called “pendulum swing” curricular model.
Keywords: H. M. Kliebard, academic curriculum, curricular history, spiral
model
Hong-Ming Jong, National Ilan University Affiliated Vocational High School teacher
E-mail: [email protected]
Manuscript received: Jul. 28, 2003; Modified: Nov. 14, 2003; Accepted: Jan. 9, 2004
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:¤��O��¥WX��MahistoricalN¦§MBellack, 1969: 283; Kliebard, 1975a:
40; Pinar, 1994: 80; Pinar, Reynolds, Slattery & Taubman, 1995: 42; Tanner, 1989: 14;
Unruh & Unruh, 1984: 1N�20tu 60V¨�xyD��$©q��jk�¥W
X�R¡�ª«��WX¬��¬®��jk�WX¯��1969V A. Bellack
°e±�jk²)³MReview of Educational ResearchN��´���µ�4¶
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