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A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory

Chapman, Shelley Ann
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131

Abstract Details

2007, Ph.D., Antioch University, Leadership and Change.
A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd/.
Jon Wergin (Advisor)
405 p.
transformative learning theory; deliberative curriculum theory; graduate professional education; theory building; higher education

Recommended Citations

Citations

  • Chapman, S. A. (2007). A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131

    APA Style (7th edition)

  • Chapman, Shelley. A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory. 2007. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.

    MLA Style (8th edition)

  • Chapman, Shelley. "A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory." Doctoral dissertation, Antioch University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131

    Chicago Manual of Style (17th edition)

antioch1173793131
7,894
© 2007, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.