Reconceptualization of curriculum studies: A brief history and personal memories
DOI:
https://doi.org/10.12697/eha.2024.12.1.02aKeywords:
curriculum, curriculum studies, reconceptualization, Tyler rationaleAbstract
Artikkel koosneb dokumentidel põhinevast lühikesest ülevaatest õppekavauuringute rekontseptualiseerimise ajalukku ja minu isiklikest mälestustest. Rekontseptualiseerimine on oluliselt mõjutanud arusaama, et õppekava ei tähenda üksnes eesmärke ja õppetegevusi, mis päädivad hindamisega, vaid keerulisi, mitut valdkonda hõlmavaid mõttevahetusi. Rekontseptualiseerimine sai alguse Ameerika Ühendriikides 1970. aastatel, kui õppekava uurivate teadlaste põlvkond seadis kahtluse alla seni valitsenud, Tyleri ideedel põhineva lähenemisviisi õppekavale.
Rekontseptualiseerimise algusaastad olid tormilised. Rekontseptualistid kritiseerisid administreerivaid lähenemisi õppekavateoorias, kuid samas puudus neil selge teooria, millega peavoolu asendada. 1980. ja 1990. aastatel keskendusid rekontseptualistlikku suunda esindavad teadlased õppekava ümbermõtestamisele, koostades ulatuslikke töid, nt Pinari ja tema kolleegide raamat "Õppekava mõistmine" (Understanding curriculum). Ka William Dolli töödel oli suur mõju hariduse ja õppekava postmodernistliku tausta kirjeldamisele. Viimase 20 aasta jooksul on rekontseptualiseerimine liikunud hariduspraktikat mõjutava dialoogi suunas. Ka Soome õppekavauuringud lähtuvad sellest vaatenurgast. Lisaks keerulistele aruteludele peaks haridus keskenduma autobiograafiliste ja identiteediga seotud protsessidega tegelemisele. Kujutlusvõime ja loovuse laiendamise võimalusena pakutakse sageli välja kunsti. Hoolimata üldistest praktilistest vaatenurkadest on rekontseptualiseerimine siiski kriitiline liikumine lihtsustatud, tehnokraatlike mudelite vastu, mille puhul järgitakse kehtestatud õppekava ja milles domineerivad mõõdetavad õpieesmärgid.
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