Abstract
This study explores the development of a specific version of written curricula that have comprehensive general parts reflecting cross-curricular ideas in a holistic way. The curricular thinking was analysed in categories of organizational patterns and varieties of design, comprehensiveness, and lucidity of presentation. A comparative analysis was carried out in three phases, involving the reconstruction of general parts of Estonian curricula of elementary and basic education (from 1921 to 2002), outlining trends in presenting cross-curricular ideas in these curr icula, and identifying the best practice while drawing some parallels with Finnish curricular approaches. The analysis revealed many positive trends in presenting cross-curricular ideas, as well as discrepancies and short- comings to be avoided. The methodology of historical research used in this study is easily adjustable for analysing cross-curricular thinking in other curricular formats as well.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Trames. Journal of the Humanities and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
