ABSTRACT
In A Post-modern Perspective on Curriculum, Bill Doll explores ways in which post-modern thinking might transpose education from a closed system characterized by stability, centers, and equilibrium to an open system in which "change not stability is essence". Doll tells us that the term richness "refers to a curriculum's depth, to its layers of meaning, to its multiple possibilities or interpretations". He counsels the use of "dialogue, interpretations, hypothesis generation and proving, and pattern playing". Doll comments, "becomes the sine qua non of recursion"; dialogue between teachers and students stimulates and sustains recursion. But this sort of dialogue, reflective dialogue, can even be engaged by oneself. Doll elaborates on his earlier points about the centrality of connections in developing a post-modern curriculum. Pedagogical relations refer to connections among the various elements of subject matter, how they are chosen, and the conditions under which they arise.
