Document Type
Article
Publication Date
7-1973
Department 1
Philosophy
Abstract
In recent years many critics have written of the pervasive dehumanization and possible rehumanization of education. Plighting their troth to the autonomy and integrity of the human person, these commentators scour the educational landscape in search of policies and practices that depersonalize. They have often attacked teaching methods and the social and institutional situation in which teaching is undertaken; a few errant knights have even assailed the enterprise of teaching itself. Less often has curriculum content been questioned, and when it has been, the critics were usually concerned about "irrelevance." There is, however, another way in which the curriculum is obviously and literally depersonalized - yet it has, curiously, avoided all the attacks of all recent humanizers I know of. Therefore, I propose to take up sword and join the fray (without judging the claims of the other participants). The object of my criticism is the place of biography in the curriculum, the role now given to the study of another person's life. [excerpt]
Copyright Note
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Recommended Citation
DeNicola, Daniel R. Biography and the Curriculum. Journal of Thought (July 1973): 180-182.
Required Publisher's Statement
Original version is available from the publisher at: http://www.journalofthought.com/
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Philosophy Commons, Social and Philosophical Foundations of Education Commons