FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W87166268> ?p ?o ?g. }

• W87166268 abstract "Matrix developed by A. W. Foshay (1991) is a broad, comprehensive conception of curriculum, incorporating a range of perspectives and meanings often overlooked. This paper situates Foshay's matrix in the field of curriculum studies. By focusing on Foshay's interpretation of five curricular purposes (aesthetic, physical, transcendent, emotional, and social), the ways in which his matrix relates to and departs from current trends in curricular theory and theorizing are highlighted. Foshay's conceptualization of each of these areas is discussed in relation to some leading curricular theorists, including M. Foucault and P. Freire. Although Foshay's matrix is fully intended to be general, critical theorists would argue that there is no generic child, no decontextualized school. Gender, race, class, disability, culture, language, sexual orientation, ethnicity, family background, and many other factors intersect in students' educational lives and shape their experiences. does not exist in a vacuum. Foshay's matrix may not give enough attention to these issues, but it offers a theoretical model for the study of curriculum. (Contains 35 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Echoes and Departures: Foshay's Matrix and Trends in the Field of Theory U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Zhis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Lisa S. Goldstein University of Texas at Austin PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY usaL. Goicisf-ecn TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Paper Presented at the 1998 American Educational Research Association' Annual Meeting, San Diego, CA A.W. Foshay's Matrix (1991) is a broad, comprehensive conception of curriculum, incorporating a range of perspectives and meanings too frequently overlooked. Not since Franklin Bobbitt (1924) has a curriculum theorist endeavored to represent the curriculum in such a thorough, clear, and wide-reaching manner. In its desire to bring order to an increasingly unruly field, and in its belief that this complex set of processes and experiences can be known, organized, and delineated, Foshay's matrix echoes the technical-rationalist perspective of Tyler's Rationale (1949) and Bloom's taxonomies (1956). My role in this panel is to situate Foshay's matrix in the field of curriculum studies. In order to do so, I will briefly discuss in turn each of the five purposes addressed by Dr. Foshay in the series of articles he has written for Journal of and Supervision that explicate the dimensions and interactions within his matrix. By focusing on Foshay's interpretation of curricular purposes in each of these articlesthe aesthetic (1995), the physical (1996), the transcendent (1991), the emotional (1997b), and the social (1997a) I hope to highlight the ways in which the matrix relates to and departs from current trends in curriculum theory and theorizing. Goldstein Foshay and Theory 1 2 Considering the Aesthetic Purpose Foshay's work warrants comparisons with some of curriculum theory's most gifted writers; notably Elliot Eisner (1991) and Maxine Greene (1978). Like Eisner and Greene, Foshay writes beautifully, in language that is rich, clear, and evocative. Foshay's facility as a writer is particularly powerful in this article, Aesthetics and history (Foshay 1995), for in this particular case he not only writes about aesthetics, but does so in language that, in and of itself, offers the reader an opportunity for an aesthetic experience. Foshay's ability to draw supporting evidence and examples from a range of fields outside of education strengthens the comparison to Eisner and Greene, both masters at weaving the arts and humanities into their work. emphasis on and commitment to the humane, human aspects of education that emerges in this piece and throughout Foshay's work is another area of overlap with the writings of both Eisner and Greene. However, there are several apparent contradictions in Foshay's work that are brought to light by this comparison with the fundamental philosophical values of these two theorists. In his piece Curriculum development and humane qualities Foshay writes that curriculum development must proceed by perceiving that human beings act as wholes in an endlessly complex fashion (Foshay 1970, p. 50), yet the six purposes in his matrix separate human existence into discrete parts. And rather than being endlessly complex, the matrix exhibits linear simplicity, providing a neat sum total of 145,800 possible curricular interactions. matrix fractures the human self, and a holistic, integrated sense of an individual's educational life is lost. A similar contradiction emerges elsewhere in Aesthetics and history. Foshay writes: Croce and others warn us against the misuse of analysis. It is Goldstein Foshay and Theory 2 3 tempting to believe that we have found the essence of something by taking it apart. This has led some critics to conduct useless dissections (Foshay 1995, 194). It could be argued that Foshay's matrix itself is guilty of this exact transgression. In its drive for simplicity, clarity, and order, Foshay's matrix dissects and reifies the fluid, organic processes of education. In their work, both Eisner and Greene have explored their belief that human life is complex beyond our comprehension. So too is life in schools. process and the experience of education are endlessly fascinating to us as researchers because they cannot ever be fully knownour understanding cannot be fixed, certainty always evades our grasp. connections, the interactions, the transactions, the opportunities are limitless. is a field of never-ending possibilities and potentialities. Once you begin to list and to delineate, however, you simultaneously limit and eliminate. As Eisner asserts (1991), any decision that reveals also conceals. Surely Foshay's matrix reveals, but we would be wise also to consider what it conceals. Considering the Physical Purpose In his 1996 article The physical self and literature, Foshay considers the school curriculum's treatment of the body. Looking beyond the scope of physical education classes, Foshay explores the ways that the physical self might be acknowledged and made present in the curriculum as a whole. Foshay shares his interest in the physical self with those scholars exploring issues of the body and schooling from a postmodern perspective. postmodern interest in the body is rooted in the work of Michel Foucault, specifically Discipline and Punish (1975). In this book, Foucault described and analyzed the development of the prison as an institution aimed Goldstein Foshay and Theory 3" @default.
• W87166268 created "2016-06-24" @default.
• W87166268 creator A5008812444 @default.
• W87166268 date "1998-01-01" @default.
• W87166268 modified "2023-09-24" @default.
• W87166268 title "Echoes and Departures: Foshay's Curriculum Matrix and Trends in the Field of Curriculum Theory." @default.
• W87166268 cites W138047100 @default.
• W87166268 cites W1575198627 @default.
• W87166268 cites W2040694992 @default.
• W87166268 cites W2056902753 @default.
• W87166268 cites W2126476343 @default.
• W87166268 cites W2130729292 @default.
• W87166268 cites W2133696122 @default.
• W87166268 cites W250870711 @default.
• W87166268 cites W2798428950 @default.
• W87166268 cites W2798482058 @default.
• W87166268 cites W317814604 @default.
• W87166268 cites W350627046 @default.
• W87166268 cites W351554055 @default.
• W87166268 cites W618758239 @default.
• W87166268 cites W75168657 @default.
• W87166268 hasPublicationYear "1998" @default.
• W87166268 type Work @default.
• W87166268 sameAs 87166268 @default.
• W87166268 citedByCount "0" @default.
• W87166268 crossrefType "journal-article" @default.
• W87166268 hasAuthorship W87166268A5008812444 @default.
• W87166268 hasConcept C106487976 @default.
• W87166268 hasConcept C111472728 @default.
• W87166268 hasConcept C138885662 @default.
• W87166268 hasConcept C144024400 @default.
• W87166268 hasConcept C145129785 @default.
• W87166268 hasConcept C145420912 @default.
• W87166268 hasConcept C185592680 @default.
• W87166268 hasConcept C19417346 @default.
• W87166268 hasConcept C199343813 @default.
• W87166268 hasConcept C202444582 @default.
• W87166268 hasConcept C2777686260 @default.
• W87166268 hasConcept C2779011557 @default.
• W87166268 hasConcept C33923547 @default.
• W87166268 hasConcept C43617362 @default.
• W87166268 hasConcept C47177190 @default.
• W87166268 hasConcept C71924100 @default.
• W87166268 hasConcept C9652623 @default.
• W87166268 hasConceptScore W87166268C106487976 @default.
• W87166268 hasConceptScore W87166268C111472728 @default.
• W87166268 hasConceptScore W87166268C138885662 @default.
• W87166268 hasConceptScore W87166268C144024400 @default.
• W87166268 hasConceptScore W87166268C145129785 @default.
• W87166268 hasConceptScore W87166268C145420912 @default.
• W87166268 hasConceptScore W87166268C185592680 @default.
• W87166268 hasConceptScore W87166268C19417346 @default.
• W87166268 hasConceptScore W87166268C199343813 @default.
• W87166268 hasConceptScore W87166268C202444582 @default.
• W87166268 hasConceptScore W87166268C2777686260 @default.
• W87166268 hasConceptScore W87166268C2779011557 @default.
• W87166268 hasConceptScore W87166268C33923547 @default.
• W87166268 hasConceptScore W87166268C43617362 @default.
• W87166268 hasConceptScore W87166268C47177190 @default.
• W87166268 hasConceptScore W87166268C71924100 @default.
• W87166268 hasConceptScore W87166268C9652623 @default.
• W87166268 hasLocation W871662681 @default.
• W87166268 hasOpenAccess W87166268 @default.
• W87166268 hasPrimaryLocation W871662681 @default.
• W87166268 hasRelatedWork W108439845 @default.
• W87166268 hasRelatedWork W117438015 @default.
• W87166268 hasRelatedWork W1483066973 @default.
• W87166268 hasRelatedWork W1963760785 @default.
• W87166268 hasRelatedWork W1978001439 @default.
• W87166268 hasRelatedWork W2022158428 @default.
• W87166268 hasRelatedWork W2023101850 @default.
• W87166268 hasRelatedWork W2027678193 @default.
• W87166268 hasRelatedWork W2042720364 @default.
• W87166268 hasRelatedWork W2113697068 @default.
• W87166268 hasRelatedWork W2177416714 @default.
• W87166268 hasRelatedWork W2369451456 @default.
• W87166268 hasRelatedWork W2474488984 @default.
• W87166268 hasRelatedWork W2917070825 @default.
• W87166268 hasRelatedWork W3093695959 @default.
• W87166268 hasRelatedWork W3097925623 @default.
• W87166268 hasRelatedWork W3191663985 @default.
• W87166268 hasRelatedWork W340516764 @default.
• W87166268 hasRelatedWork W63784869 @default.
• W87166268 hasRelatedWork W98851989 @default.
• W87166268 isParatext "false" @default.
• W87166268 isRetracted "false" @default.
• W87166268 magId "87166268" @default.
• W87166268 workType "article" @default.