1. Curriculum Matrix A Means to Theorize

2. The Curriculum Matrix Value is intrinsicValue is extrinsic What knowledge is of most worth? What knowing is of most worth? III IIIIV

3. What knowledge is of most value? The value is intrinsic. The purpose of education is virtuous pursuit of knowledge. The teachers serves as a role model in the pursuit of knowledge. The philosophical basis for this quadrant is Platonic rationality. The center of gravity for curricular decision making is the student.

4. What knowledge is of most value? The value is intrinsic. This quadrant is based upon neo-Aristotelian notions of virtue. There are universal truths. Everyone desires to know truth. The aim of education transcends time and circumstances. Schools exist to educate, not to train. Schools are organized homogeneously because all should receive the same education.

5. What knowledge is of most value? Value is extrinsic? The purpose of education is preparation for adult life. The role of the teacher is to transmit cultural heritage and/or prepare students to compete economically. The philosophical basis for these assumptions is positivism. The center of gravity in curricular decision making is society and its needs.

6. What knowledge is of most value? Value is extrinsic? The curriculum should be based upon the cultural and economic needs of society. The curriculum should consist of an ordered series of subject matter. The curriculum should be oriented toward the future. Schools should be organized heterogeneously for the sake of efficiency.

7. What knowing is of most value? Value is intrinsic. The purpose of schooling is personal authenticity. The teacher’s role is to create an environment that is rich with opportunities for personal growth. The philosophical basis for this perspective is aesthetics, hermeneutics, phenomenology, and existentialism. The center of gravity for curricular decision making is the person as an existentially aware being.

8. What knowing is of most value? Value is intrinsic. Curriculum is not the same for everyone. Teachers cannot predict all of the outcomes of a curricular experience. Classes should be homogeneously grouped and personal interpretations of classroom experiences should be anticipated.

9. What knowing is of most value? Value is extrinsic? The purpose of education is to sustain democracy and/or fight oppression. The teacher’s role is to promote reflective thought. The philosophical basis for this perspective is pragmatism, critical theory, and/or Marxism. The center of gravity for curricular decision making is the child as a vital member of a community and/or the child as a liberated person.

10. What knowing is of most value? Value is extrinsic? Knowledge involves doing. The curriculum must evolve around the experiences of the student. Classroom experiences need to promote critical thinking. Subject matter must be addressed in a relevant manner. Traditional methods of education (behaviorism) are oppressive. Power relationships should be addressed and overcome.