ABSTRACT
In this chapter Kalantzis and Cope discuss the historical origins of the major educational paradigms already mentioned in the Introduction and in Chapter 1: traditional curriculum and progressivist curriculum. After discussing the origins of what they call the ‘traditional curriculum of a classical canon’ in early modern times and its role in the rise of mass, institutionalised education, they differentiate two versions of progressivism: Dewey’s ‘progressivist pedagogy of modernism and experience’ and a more recent ‘progressivistpedagogy of postmodernism and difference’.
