02.04.11 07:53INTELLECTUAL ADVANCEMENT THROUGH DISCIPLINARITY: Verticality and Horizontality in Curriculum Studies

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INTELLECTUAL ADVANCEMENT THROUGHDISCIPLINARITY: Verticality and Horizontality inCurriculum Studies

Skepticism towarddisciplinarity,William F. Pinarpoints out, is etcheddeeply in the U.S.field, drawn byprogressiveeducation's effortsto reconfigure theschool curriculum aschild-centeredand/or as focused

on social reconstruction. Skepticismtoward disciplinarity had also beenaffirmed by Bobbitt and Charters'positioning of adult activity as theorganizer of the school curriculum. Addto these historical dispositions thecontemporary legitimation crisis of the

academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary- anything but disciplinary - research and curriculum becomes intelligible. The intellectuallabor of understanding constitutes the discipline of disciplinarity. Through the discipline ofdisciplinarity one contributes to the field's intellectual advancement and to one's own.Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinarargues, to replace Schwab's syntactical and substantive structures of the disciplines.Focused on methodology and the concepts research methodology generates, Schwab'sschema was more appropriate to the natural and social-behavioral sciences than it is tothe humanities and the arts. Pinar replaces these with two structures more appropriate toa discipline associated with the humanities and the arts and focused on the education ofthe public: horizontality and verticality. Explicating Spivak's notion of "planetarity" tospecify the structures of subjectivity these structures of disciplinarity invite, Pinarillustrates these concepts through introductions to the scholarship of Ted Aoki, TomBarone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin,David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt,William Reynolds, John Weaver, among others. Of significance to all specializations in thebroad and fragmented academic field of education, Intellectual Advancement throughDisciplinarity provides the intellectual tools by means of which education scholarsworldwide can participate in the complicated conversation that is internationalization inorder to contribute to the intellectual sophistication of their nationally distinctive fields.William F. Pinar teaches curriculum theory at the University of British Columbia, where heholds a Canada Research Chair and directs the Centre for the Study of theInternationalization of Curriculum Studies.

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02.04.11 07:53INTELLECTUAL ADVANCEMENT THROUGH DISCIPLINARITY: Verticality and Horizontality in Curriculum Studies

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