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    Curriculum Theory Approaches

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    By defining Eisner's Approach, Schwab's Practical Deliberative Approach, Walker's Deliberative Approach, Autobiographical/Biographical Approach, Hilda Taba's Approach, Postmodern Approach, Existential and/or Psychoanalytic Approach, this posting selects which terms are difficult to define and why.

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    Although the question is largely subjective, I have listed some ideas based on my own theories:

    When defining various curricular approaches, I find it difficult to define and apply elements of Postmodern curriculum theory. Although I find it extremely valuable as a lens for promoting higher level skills, particularly among gifted students, several of its underlying elements cause difficulty. For example, this theory's definitions of the "denial of transcendence" and "constitutive otherness" terms are a bit daunting. Although I understand its implications about the canon, gender, power, and class intersections, the other two terms perplex me. In terms of denial of transcendence, how would educators use this term? I assume that it might be useful for assessing social relationships among kids, particularly when they work in cooperative teams. However, I am unsure how this highly theoretical term is practical. It seems to be more indicative of college curriculum, not K-12. Finally, another term related to this theory that poses definition problems is constitutive otherness. Although I understand that it seems to focus on ...