---
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title: "Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition"
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# ideal for graduate students & education pros 4 core curriculum ideologies dissected deep philosophical reflection & self-assessment Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition

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## Summary

> 📘 Unlock the future of education with the ultimate curriculum compass!

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- **What is this?** Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition
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## Key Features

- • **Bridging Theory & Practice:** Includes practical play scripts and real-world applications to connect ideology with classroom realities.
- • **Unbiased, Rigorous Analysis:** Gain clarity with a balanced, scholarly approach that challenges and refines your educational beliefs.
- • **Graduate-Level Insight & Relevance:** Perfect for educators, curriculum developers, and thought leaders seeking to deepen their professional expertise.
- • **Self-Reflective Educational Survey:** Engage with a unique appendix tool to identify your personal teaching philosophy and align your practice.
- • **Explore 4 Defining Curriculum Philosophies:** Dive into Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction ideologies shaping modern education.

## Overview

Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition by Michael Stephen Schiro, is a comprehensive, graduate-level exploration of four major curriculum ideologies that have shaped education over the last century. This used book in good condition offers an unbiased, in-depth analysis paired with reflective tools and practical applications, making it essential for educators and curriculum professionals aiming to refine their philosophy and impact.

## Description

The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions―Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction―to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.

Review: Like me, Learner Centered person believes that experiential knowledge ... - Asma Bin Ateeq Before reading Curriculum theory: conflicting visions and enduring concerns, I understood myself and my philosophy of education, but it had not yet been deepened by exposure to different and quite progressive ways of thinking and form my clear philosophy. Now, my philosophy of education has become clearer and ethically aware and more willing to take appropriate risks also. I have a greater vision for my sense of place in the world, as a teacher and a facilitator of understanding, wisdom, grace, creativity, peace, and liberation from righteous ignorance. Schiro presents in his book a four curriculum ideologies Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology, and Social Reconstruction Ideology. In each ideologies has discussed the overview of the ideology, history, aims, the child, learning, knowledge, teaching, and evaluation. The last a couple chapters will be a comparison between the four ideologies and going more in depth of the individual perspective on the curriculum ideologies. In Scholar Academic Ideology, chapter two, the teachers have to be experts about their subject. The teacher has to transfer all the knowledge to the students. Students would be required to memorize information and to learn in my opinion by rigid methods that were not serving them. Scholar Academic teachers are viewed the child as a mind and they are evaluating the children to check on them if they meet the standard. Social Efficiency Ideology, in the chapter three, Schiro discussed the goal of this ideology which is training the citizens/students to meet the society needs. The educators who are believing in that are pushing their student to gain skills by doing and practice them. They are also view learning as process and throughout these process the students will be able to change and improve. The teacher here is a leader who is leading, controlling the students, and giving them formative and summative evaluation. One clear ideologies that exemplifies these advantages and is an intellectual model to me is Learner Centered Ideology which is chapter four. It is the one that has had the most impact on me as an educator and a woman. I want to use and practice Learner Centered Ideology with my future kindergarten students because it is the closest match to my views on teaching, education, and schools as possible. Learner Centered believed in growth of individuals as an important way to develop children’s intrinsic capabilities. Like me, Learner Centered person believes that experiential knowledge is essential for all students. I, too, believe in the cultivation of experience of as a way to access greater brain and vision capacity. Through the process of learning, I believe that higher, more mysterious, intuitive, and free aspects of the brain’s functioning can be allowed to flow out. This can also help students to construct their knowledge through assimilation and accommodation. I feel a kinship with Learner Centered people because they are working in search of refinement of vision of each individual students. Learner Centered Ideology teaches us that children are capable of great things and that we should invest in them in the right ways, from where they are. To me, it is the closest match to me in terms of ideas about making progress in the field of education. Social Reconstruction education model which is chapter five is imbued with the kind of sensitivity that is fit for our ever more multiracial and multicultural situations worldwide. It is suitable for the world as it is today, and more than that, it anticipates some of the doctrinal problems and imbalances, politically, religiously, and economically. Social reconstruction people are preparing themselves for the role of high-level social reformer. They are working really hard for experiencing the world. They believe in the knowledge as a way of developing sensitivity and empathy, and they have the foresight to see that it would act as a kind of bridge for intimate relationship with culture, environment, and people. Through education, people could come to appreciate aspects of other cultures while understanding their own cultural position. For me, this is a part of my philosophy and I would want my students to be able to understand themselves and their identity as well as their place in the world. There is a lot of world out there and I am really looking forward to opening my students’ eyes, beyond country, beyond cultural barriers. Schiro’s ideas have had an impact in my own curriculum development and teaching style, such that the old ways of working with my students that has no certain ideology seem so thoughtless and obsolete. Ultimately, I hope that education at all levels would reach the point where Schiro hopes to take us, in which four philosophical visions can coexist for students and their teachers.
Review: The content of the books would be best suited for graduate students - Curriculum Theories: Conflicting Visions and Enduring Concerns. Michael S. Chiro. Thousand Oaks, CA: Sage Publications, Inc., 2013. 297 pp., (paper). ISBN-13: 978-1412988902 ISBN-10: 141298890X There are multiple unanswered questions and unresolved issues at the forefront of education today. The lens from which they are viewed leads professionals and other stakeholders to a spectrum of approaches to educating children and the purpose of schools. Michael Chiro’s (2013) Curriculum Theories is an all-encompassing book that presents four ideologies in view of the historical and contemporary implications for the educational field within the scope of the Scholar Academic, Social Efficiency, Child Centered, and Social Reconstruction perspectives. The first chapter presents an overview of the ideologies, giving the audience an opportunity for a brief review of the content. The last chapter offers a look at the experiences and changes in ideologies through several decades about professionals who worked as educators, administrators, and scholars. The journey of taking on a different role and the shifts in ideologies are clearly presented in the text and visually supported with reasons as to why the views of each professional changed. Chapter six is an engaging application of the ideologies in practice through several play scripts, emphasizing the perspective of each ideology on the child, learning, teaching, and other educational aims, expressed in statements that reflect the beliefs and values of those who adhere to a specific ideology. The appendix of the book offers the reader a brief survey to select their perspectives in relation to each ideology and to reflect on how it fits into their beliefs and practice about education. In addition, there are online resources that follow each chapter for further exploration of the content. The essence of each ideology is presented in chapters two through five. The chapters describe each perspective, how it came into existence, and how it has evolved over a period of time. Chiro (2013) objectively examines the influence of a particular ideology and how it continues to shape the educational landscape in combination with other factors within the political and social spheres. Each chapter looks at the major originators and past and current proponents of each ideology, such as Charles W. Elliot, Franklin Bobbitt, John Dewey, and George Counts. Current issues such as high-stakes testing, teacher evaluation, learning process and student engagement are introduced and discussed, allowing the audience to connect with the way each ideology views them. Chiro (2013) thoroughly reviews each ideology and at times certain information can be found throughout the chapter repeated several times for grater emphasis. The content of the books would be best suited for graduate students, curriculum administrators, and professional learning communities for discussion and reflection. The organization of each chapter is easy to adjust to and it follows a pattern for elements discussed in relation to each ideology, such as historical perspectives, goals, instruction, learning, and evaluation. One excellent feature in the appendix is a self-assessment of personal educational beliefs and philosophy that helps the reader to discover which ideology they identify with the most. This survey and the last chapter make an important point about the educator as a professional and an individual in terms of their role and contributions in the field. The combination of the comprehensive collection of each ideology and its characteristics to this self-assessment engages the audience in a meaningful reflection about current theory and personal practice in education.

## Features

- Used Book in Good Condition

## Technical Specifications

| Specification | Value |
|---------------|-------|
| Best Sellers Rank | #861,609 in Books ( See Top 100 in Books ) #287 in Educational Philosophy #405 in Education Curriculum & Instruction #882 in Philosophy & Social Aspects of Education |
| Customer Reviews | 4.4 out of 5 stars 200 Reviews |

## Images

![Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition - Image 1](https://m.media-amazon.com/images/I/81pSalg9WOL.jpg)

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## Customer Reviews

### ⭐⭐⭐⭐⭐ Like me, Learner Centered person believes that experiential knowledge ...
*by A***D on December 12, 2015*

Asma Bin Ateeq Before reading Curriculum theory: conflicting visions and enduring concerns, I understood myself and my philosophy of education, but it had not yet been deepened by exposure to different and quite progressive ways of thinking and form my clear philosophy. Now, my philosophy of education has become clearer and ethically aware and more willing to take appropriate risks also. I have a greater vision for my sense of place in the world, as a teacher and a facilitator of understanding, wisdom, grace, creativity, peace, and liberation from righteous ignorance. Schiro presents in his book a four curriculum ideologies Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology, and Social Reconstruction Ideology. In each ideologies has discussed the overview of the ideology, history, aims, the child, learning, knowledge, teaching, and evaluation. The last a couple chapters will be a comparison between the four ideologies and going more in depth of the individual perspective on the curriculum ideologies. In Scholar Academic Ideology, chapter two, the teachers have to be experts about their subject. The teacher has to transfer all the knowledge to the students. Students would be required to memorize information and to learn in my opinion by rigid methods that were not serving them. Scholar Academic teachers are viewed the child as a mind and they are evaluating the children to check on them if they meet the standard. Social Efficiency Ideology, in the chapter three, Schiro discussed the goal of this ideology which is training the citizens/students to meet the society needs. The educators who are believing in that are pushing their student to gain skills by doing and practice them. They are also view learning as process and throughout these process the students will be able to change and improve. The teacher here is a leader who is leading, controlling the students, and giving them formative and summative evaluation. One clear ideologies that exemplifies these advantages and is an intellectual model to me is Learner Centered Ideology which is chapter four. It is the one that has had the most impact on me as an educator and a woman. I want to use and practice Learner Centered Ideology with my future kindergarten students because it is the closest match to my views on teaching, education, and schools as possible. Learner Centered believed in growth of individuals as an important way to develop children’s intrinsic capabilities. Like me, Learner Centered person believes that experiential knowledge is essential for all students. I, too, believe in the cultivation of experience of as a way to access greater brain and vision capacity. Through the process of learning, I believe that higher, more mysterious, intuitive, and free aspects of the brain’s functioning can be allowed to flow out. This can also help students to construct their knowledge through assimilation and accommodation. I feel a kinship with Learner Centered people because they are working in search of refinement of vision of each individual students. Learner Centered Ideology teaches us that children are capable of great things and that we should invest in them in the right ways, from where they are. To me, it is the closest match to me in terms of ideas about making progress in the field of education. Social Reconstruction education model which is chapter five is imbued with the kind of sensitivity that is fit for our ever more multiracial and multicultural situations worldwide. It is suitable for the world as it is today, and more than that, it anticipates some of the doctrinal problems and imbalances, politically, religiously, and economically. Social reconstruction people are preparing themselves for the role of high-level social reformer. They are working really hard for experiencing the world. They believe in the knowledge as a way of developing sensitivity and empathy, and they have the foresight to see that it would act as a kind of bridge for intimate relationship with culture, environment, and people. Through education, people could come to appreciate aspects of other cultures while understanding their own cultural position. For me, this is a part of my philosophy and I would want my students to be able to understand themselves and their identity as well as their place in the world. There is a lot of world out there and I am really looking forward to opening my students’ eyes, beyond country, beyond cultural barriers. Schiro’s ideas have had an impact in my own curriculum development and teaching style, such that the old ways of working with my students that has no certain ideology seem so thoughtless and obsolete. Ultimately, I hope that education at all levels would reach the point where Schiro hopes to take us, in which four philosophical visions can coexist for students and their teachers.

### ⭐⭐⭐⭐⭐ The content of the books would be best suited for graduate students
*by T***Y on December 5, 2015*

Curriculum Theories: Conflicting Visions and Enduring Concerns. Michael S. Chiro. Thousand Oaks, CA: Sage Publications, Inc., 2013. 297 pp., (paper). ISBN-13: 978-1412988902 ISBN-10: 141298890X There are multiple unanswered questions and unresolved issues at the forefront of education today. The lens from which they are viewed leads professionals and other stakeholders to a spectrum of approaches to educating children and the purpose of schools. Michael Chiro’s (2013) Curriculum Theories is an all-encompassing book that presents four ideologies in view of the historical and contemporary implications for the educational field within the scope of the Scholar Academic, Social Efficiency, Child Centered, and Social Reconstruction perspectives. The first chapter presents an overview of the ideologies, giving the audience an opportunity for a brief review of the content. The last chapter offers a look at the experiences and changes in ideologies through several decades about professionals who worked as educators, administrators, and scholars. The journey of taking on a different role and the shifts in ideologies are clearly presented in the text and visually supported with reasons as to why the views of each professional changed. Chapter six is an engaging application of the ideologies in practice through several play scripts, emphasizing the perspective of each ideology on the child, learning, teaching, and other educational aims, expressed in statements that reflect the beliefs and values of those who adhere to a specific ideology. The appendix of the book offers the reader a brief survey to select their perspectives in relation to each ideology and to reflect on how it fits into their beliefs and practice about education. In addition, there are online resources that follow each chapter for further exploration of the content. The essence of each ideology is presented in chapters two through five. The chapters describe each perspective, how it came into existence, and how it has evolved over a period of time. Chiro (2013) objectively examines the influence of a particular ideology and how it continues to shape the educational landscape in combination with other factors within the political and social spheres. Each chapter looks at the major originators and past and current proponents of each ideology, such as Charles W. Elliot, Franklin Bobbitt, John Dewey, and George Counts. Current issues such as high-stakes testing, teacher evaluation, learning process and student engagement are introduced and discussed, allowing the audience to connect with the way each ideology views them. Chiro (2013) thoroughly reviews each ideology and at times certain information can be found throughout the chapter repeated several times for grater emphasis. The content of the books would be best suited for graduate students, curriculum administrators, and professional learning communities for discussion and reflection. The organization of each chapter is easy to adjust to and it follows a pattern for elements discussed in relation to each ideology, such as historical perspectives, goals, instruction, learning, and evaluation. One excellent feature in the appendix is a self-assessment of personal educational beliefs and philosophy that helps the reader to discover which ideology they identify with the most. This survey and the last chapter make an important point about the educator as a professional and an individual in terms of their role and contributions in the field. The combination of the comprehensive collection of each ideology and its characteristics to this self-assessment engages the audience in a meaningful reflection about current theory and personal practice in education.

### ⭐⭐⭐⭐ Exploring Ideologies and Reflecting on Self
*by M***S on December 13, 2015*

This second edition of Michael Schiro’s (2013) text is designed to provide a thorough discussion of four distinct curriculum ideologies: Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction. Schiro’s writing is easy to read and his earnest tone helps draws the reader into personal reflection on the topic. The first chapter includes a brief overview of each ideology and describes the intended audience, which includes curriculum practitioners, disseminators, evaluators, advocates, developers, and theorists. He clearly explains how he selected to use ideology rather than philosophy, and he describes the alignment of his classification scheme with those of other researchers. Readers are encouraged at the beginning of the chapter to complete the inventory included in the appendix as a pre-assessment of their perspectives on curriculum. For each of the four highlighted ideologies, Schiro provides a chapter that follows a specified structure. Each includes an overview of the ideology along with an example of how the ideology is enacted in current classroom practice. He details assumptions of the ideology and explains its historical context. Schiro explores the perspective of the given ideology in relation to the following topics: • Aims • Child • Learning • Teaching • Knowledge • Evaluation Although this structure often results in unnecessary repetition of various ideas, readers likely will appreciate Schiro’s efforts to provide a multifaceted view the complexities surrounding each ideology. He embeds discussion related to current controversies in education. Issues explored have ramifications for all levels of education, including K-12 and post-secondary settings. The sixth chapter provides a comparative overview of the four curriculum ideologies. Schiro compares and contrasts the ideologies, considering, for example, relationships between sources and uses of knowledge as well as relationships between objective and subjective reality. The ideologies are brought to life for readers through mini-plays that illustrate how teachers who hold beliefs reflective of each of the different ideologies might discuss various curricular issues related to their daily instruction. In the final chapter of this text, Schiro encourages readers to revisit the Curriculum Ideologies Inventory to determine if any of their views have changed. He discusses educators’ curriculum life histories and explains a variety of factors that might lead an educator to emphasize different ideologies at different points in his or her career. He also addresses questions such as, “Can an educator simultaneously base his or her practice on more than one ideology?” Included in this thought-provoking chapter are short summaries of multiple educators’ journeys with curriculum ideologies that illustrate points discussed. Overall, this text met my expectations and prompted me to engage in reflection on my views about curriculum and the role of education in general. I appreciated the additional sources on which Schiro based his discussions; at times, however, he relied too heavily on a given source. In addition, this text would benefit from thorough copyediting to correct the numerous typos that distracted from an otherwise well written book.

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