Diversity of school curriculum theories and possible choices for Korea's curriculum inquiries

Abstract

The study aimed to classify and discuss major school curriculum theories and to make possible choices for curriculum inquiries for Korea's curriculum researchers. Major curriculum theories were classified as rational-scientific theory, critical theory, hermeneutical theory, or deliberative theory. Bobbitt made use of society as a curriculum source for the first time. Task analysis was the method that he used to develop curricula. Tyler drew educational purposes from various sources, including subjects, learners, and society. New developments of critical theories, such as popular culture, border pedagogy, new literacy, ecological crisis, and peace education, appeared after cultural reproduction or resistance theories became weak. Whitson’s heteroglossia, the inclusion of conflicting voices, activated weakened critical theories. Hermeneutical theories, which focus on individual students, emphasize individual freedom and value educational activities. Deliberative theories, originally based on Schwab's work, suggest that deliberation is ideal as a methodology to make full use of knowledge, moral values, and decision-making together. The researcher finally proposes two possible choices for curriculum inquiries Korea's curriculum researchers, 1) recontextualization of current theories to Korea, and 2) Korea's own curriculum inquiries about its particular curriculum.