ABSTRACT
WHEN BOYD BODE PUBLISHED MODERN EDUCATIONAL THEORIES IN 1927, he took on what had already become the entrenched establishment of the curriculum world. With his trenchant criticism of Franklin Bobbitt in the chapter, “Curriculum Construction and Consensus of Opinion” and of W. W. Charters in the succeeding chapter, “Curriculum Making and the Method of Job Analysis,” Bode was attacking not only the work of two men who had established themselves as the prototypes of the curriculum specialist, but the very foundations on which curriculum as a field of specialization had been based. Bode probably did not suspect, however, that the notion of careful pre-specification of educational objectives (with variations in terminology and technique) and the notion of activity analysis as the means toward their “discovery” (also with variations in terminology and technique) would become the foundations on which, almost half a century later, many books would be written, Ph.D.s awarded, careers established, and millions of dollars expended. Certainly Bode never dreamed that legislation embodying these principles would be enacted across the United States and that the very ideas he was attacking would become semi-official doctrine in federal and state agencies as well as in many educational institutions.
