How Joe Schwab Thinks: A Review of The Practical 1 after 40 Years

Thomas W. Roby IV

Abstract


"How Joe Schwab Thinks: A Review of The Practical 1 after 40 Years" is an example of Biblio-Revenance, which invites a reviewer to return to previously a published work and reexamine its ideas in relation to the passing of time and the "differing sense of self." Tom Roby puts Schwab's influential essay, "The Practical, a Language for Curriculum" into its historical context, its ongoing impact, and its status after nearly half a century (1967-2007). Roby, a student and colleague of Schwab's, takes a second look at his own dissertation work when the first Practical article came out, as well as at the end of the sequence when he co-authored the Practicals 5 & 6. The changing understanding of the role of theory over the review period from Schwab's attack on its over reliance in education to its more vague usage today is one of the revealing comparisons.

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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.

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