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Character Education from Four Perspectives on Curriculum


by William H. Schubert 1997

In this chapter, I want to sketch how four quite different curricular perspectives have an impact on character. To do so, I shall create a spokesperson for each point of view, introducing them as a social behaviorist, an intellectual traditionalist, an experientialist, and a critical reconstructionist. These characterizations grow out of my studies of the literature of the curriculum field from the late nineteenth century to the present, including the history, of curriculum.' Their recurrence in the literature reminds me of positions advocated for the practical reform of schools over the years.' As in a symposium, I am inviting these four guests to address here the way in which they see curriculum influencing character. I have asked each speaker to focus briefly on three questions: (1) What is most worth knowing and experiencing? (2) How is the answer to this question a basis for constructing the character of children and youth? (3) How can educators' reflections on curriculum and instruction enhance the construction of character?


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This article originally appeared as NSSE Yearbook Vol 96, No. 2.


Cite This Article as: Teachers College Record Volume 98 Number 6, 1997, p. 17-30
http://www.tcrecord.org ID Number: 18773, Date Accessed: 12/11/2017 2:52:39 AM

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About the Author
  • William Schubert
    University of Illinois at Chicago
    WILLIAM H. SCHUBERT is Professor of Education at the University of Illinois at Chicago.
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