Gabriel Harvery’s 16th Century Theory of Curriculum

Stephen S. Triche

Abstract


Curriculum is typically understood to be a 20th century construct organized around the modern content disciplines. Gabriel Harvey’s 16th century oration on rhetoric disrupts this understanding by demonstrating that the practice of thinking about and developing the course of study that students engage is a much older phenomenon. Harvey further presents a way of thinking about curriculum outside of the content disciplines by organizing the teaching and study of rhetoric around the ancient three-fold tool of education, Nature, Art, and Exercise. While these concepts do not appear explicitly in modern curriculum studies, they continue to underlie our current ideas about education and recur in the works of John Dewey, Alfred North Whitehead, and William E. Doll. 


Full Text:

Triche.PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563