Abstract
This paper describes a proposed middle school curriculum designed to coordinate the major subject areas around a single coherent story line, and to tell the epic tale of the development of formal intellectual culture from its distant origins to the present day. Ourstory explores the history of scientific culture from the perspective of foundational disciplines (history, philosophy, sociology, psychology, anthropology). It examines the growth of scientific culture against the backdrop of the world’s traditional cultures, and balances the role of the sciences against the role of the arts in their respective contributions to the life of the mind.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aikenhead, G.S.: 1992, ‘How to Teach the Epistemology and Sociology of Science in a Historical Context’, in G.L.C. Hills (ed.), The History and Philosophy of Science in Science Education, Vol. 1, Queen’s University, Kingston, Ontario, pp. 22–34.
Aikenhead, G.S.: 1996a, ‘Science Education: Border Crossing into the Subculture of Science’, Studies in Science Education 27, 1–52.
Aikenhead, G.S.: 1996b, ‘Border Crossing: Culture, School Science, Assimilation of Students’, in D. A. Roberts & L. Ostman (eds.), The Multiple Meanings of a School Subject: Essays on Science and the School Curriculum, Teachers College Press, New York.
Aikenhead, G.S.: 1997, Personal correspondence dated July 13, 1997.
Ausubel, D.P.: 1963, The Psychology of Meaningful Verbal Learning, Grune & Stratton, New York.
Ausubel, D.P.: 1968, Educational Psychology: A Cognitive View, Holt, Rinehart & Winston, New York.
Boyle, R.: 1911/1661, The Sceptical Chymist, Everyman’s Library, Dent, London.
Caine, R. & Caine, G.: 1991, Making Connections — Teaching and the Human Brain, Association for Supervision and Curriculum Development, Alexandria, VA
Carson, R.: 1997a, ‘Why Science Education Alone is Not Enough’, Interchange 28(2&3), 109–120.
Carson, R.: 1997b, ‘Science and the Ideals of Liberal Education’, Science & Education 6, 225–238.
Costa, V.B.: 1995, ‘When Science is “Another World”: Relationships between Worlds of Family, Friends, School, and Science’, Science Education 79(3), 313–333.
Durant, W. & Durant, A.: 1935/1975, The Story of Civilization (11 volumes published between 1935 and 1975), Simon & Schuster, New York.
Egan, K.: 1986, Teaching as Story Telling — An Alternative Approach to Teaching and Curriculum in the Elementary School, University of Chicago Press, Chicago.
Egan, K.: 1997, The Educated Mind — How Cognitive Tools Shape Our Understanding, University of Chicago Press, Chicago.
Geertz, C: 1973, The Interpretation of Cultures, Basic Books, New York.
Hirst, PH.: 1973, ‘Liberal Education and the Nature of Knowledge’, in R.S. Peters (ed.), The Philosophy of Education, Oxford University Press, Oxford, pp. 87–111.
Hunt, M.: 1993, The Story of Psychology, Anchor, New York, pp. 280–310, 435–477, 511–558.
Janik, A. & Toulmin, S.: 1973, Wittgenstein’s Vienna, Touchstone, New York.
Jean, G.: 1994, Writing — The Story of Alphabets and Scripts, Thames and Hudson, London.
Jegede, O.: 1994, ‘African Cultural Perspective and the Teaching of Science’, in J. Solomon & G. Aikenhead (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 120–130.
Jegede, O.: 1995, ‘Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa’, Studies in Science Education 25, 97–137.
Jegede, O. & Okebukola, P.A.: 1990, ‘The Relationship between African Traditional Cosmology and Students’ Acquisition of a Science Process Skill’, International Journal of Science Education 12(1), 37–47.
Jegede, O. & Okebukola, P.A.: 1991, ‘The Effect of Instruction on Socio-cultural Beliefs Hindering the Learning of Science’, Journal of Research in Science Teaching 28(3), 275–285.
Lavoisier, A.: 1965/1789, The Elements of Chemistry, Dover, New York.
Lyotard, J.-F.: 1984, The Post-Modern Condition: A Report on Knowledge (Bennington & Massumi, trans.), University of Minnesota Press, Minneapolis.
Matthews, M.: 1992, ‘History, Philosophy, and Science Teaching: The Present Rapprochement’, Science & Education 1, 11–47.
Matthews, M.: 1994, Science Teaching, Routledge, New York.
McCord, D.: 1936, Notes on the Harvard Tercentenary, Harvard University Press, Cambridge.
Novak, J.D.: 1998, Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, Lawrence Erlbaum Associates, London.
Randall, Jr., J.H.: 1962, Nature and Historical Experience: Essays in Naturalism and in the Theory of History, Columbia University Press, New York.
Scribner, S.: 1995, ‘Vygotsky’s Uses of History’, in J.V. Wertsch (ed.), Culture, Communication and Cognition: Vygotskian Perspectives, Cambridge University Press, Cambridge, pp. 119–145.
Stangos, N. (ed.): 1994, Concepts of Modern Art: From Fauvism to Postmodernism, Thames and Hudson, London.
Van Doren, C: 1991, A History of Knowledge — The Pivotal Events, People, and Achievements of World History, Ballantine, New York.
Vygotsky, L.S.: 1978, in M. Cole, V. John-Steiner, S. Scribner & E. Souberman (eds.), Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA.
Wertsch, J.W.: 1985, Vygotsky and the Social Formation of Mind, Harvard University Press, Cambridge, MA.
Wertsch, J.W. (ed.): 1995, Culture, Communication, and Cognition: Vygotskian Perspectives, Cambridge University Press, Cambridge.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Carson, R.N. (2001). The Epic Narrative of Intellectual Culture as a Framework for Curricular Coherence. In: Bevilacqua, F., Giannetto, E., Matthews, M.R. (eds) Science Education and Culture. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0730-6_6
Download citation
DOI: https://doi.org/10.1007/978-94-010-0730-6_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6973-8
Online ISBN: 978-94-010-0730-6
eBook Packages: Springer Book Archive