Anka Kuşu veya Sisifos: Schwab’tan Sonra Eğitim Programları Alanı

Schwab 1969 yılında yayımladığı bir çalışmasında eğitim programları alanının o dönemdekimevcut ilke ve yöntemleriyle program işini yapamaz durumda olduğunu tartışmış ve alanın cançekiştiğini öne sürmüştür. Ayrıca alanın işlevsel duruma gelebilmesi için alandaki uğraşlarınkuramsaldan kılgısala döndürülmesi gerektiği iddiasında da bulunmuştur. Schwab’ın busavları, alanda birçok cevap makalesine neden olmuş ve özellikle yurt dışı alanyazında birçokçalışmanın konusu olmuştur. Bu çalışmalar arasında yeniden kavramlaştırma olarak bilinen birprogram akımı alanda gözle görülür bir ilgi çekmiştir. Bu makalede ise yazar, özellikle AmerikaBirleşik Devletleri alanyazınını temel alarak Schwab’ın iddialarının günümüz eğitim programıalanı için geçerliğini incelemeyi amaçlamıştır. Yazarın temel iddiası, belirtilen bağlam içindealanın can çekişir durumda olmadığı, ancak alanda bir bunalım (kriz) söyleminin hâlâ varolduğu yönündedir. Yazar ayrıca bu bunalım söylemlerini aşmanın, alanın tarihi çerçevesinikavrayarak Schwab’ın da dile getirdiği üzere program alanının okullara ve okullaşmaya olanbağı temelinde kılgısal bir yaklaşımla olanaklı olduğunu öne sürmüştür.

Phoenix or Sisyphus: Curriculum Studies After Schwab

In an essay published in 1969, Schwab argued that the field of curriculum was in a moribund state in that it was unable by its back-then present principles and methods to do curriculum work. Schwab also discussed that curricular energies had to be turned to practical rather than theoretical so that the field could do its function. Schwab’s arguments have met numerous infavor and counter arguments in the field since they were subject of studies of various scholars. Especially reconceptualists, opponents of a curricular movement, have occupied a significant space in the curriculum scholarship. In the present article, the author aimed at examining the significance of Schwab’s arguments in the present age of curriculum studies especially within the American context. The primary argument of the author was that the field was not moribund, yet there were talks of a crisis in the field. The author, moreover, discussed that it was essential to revitalize the relation of the field to schools and schooling as Schwab formulated it by emphasizing a practical conception of the field in order to overcome the crisis talks in the field.

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