Review_Author: Stephanie Drye
Book_Author: Arthur Applebee
Book_Title: Curriculum as Conversation: Transforming traditions of
teaching and learning
Reference: 1996, Chicago, Ill, The University of Chicago Press
Date: 5/23/00
Time: 8:59:38 PM
Remote Name: 205.188.197.56
Arthur Applebee’s conception of “Curriculum as Conversation” is an alternative to the way in which most students acquire knowledge in classroom settings. It is normal practice to present materials to students in a very decontextualized way and expect them to grasp and conceptualize it. The danger that follows presenting knowledge-out-of- context is that the student often times does not internalize the subject matter, but rather regurgitate learned facts not showing deep a understanding. Learning in this setting is more so regarded as a cognitive function negating the importance of student’s participation and active involvement in their own learning process. In contrast, Applebee argues for knowledge-in action which is “knowledge that comes from students participation in the tradition, their development of shared exemplars and shared experiences, rather than from the study of knowledge- out-of context or memorization of rules of procedure.” While this is still very much a cognitive process, the learner plays a more active role in their acquisition of knowledge. Applebee’s concept differs from the more traditional view of curriculum in that it is not considered as just materials, but rather an experience. The materials that the students encounter come alive with their own thoughts, views and ideas. Learning is not a fragmented puzzle that students try to make sense out of but a natural flow, which is easier for students to follow especially if the topic is made relevant to the student. Applebee tends to apply knowledge- in-action to literary studies in higher level grades such as high school and college however, it is very applicable to a variety of settings (i.e. an elementary school-aged class) and various subject matters such as science or math. To help facilitate conversation in the classroom Applebee offers five structures of curriculum which are: catalog, collection, sequential, episodic and integrated. In the catalog structure the items or experiences discussed are not linked and have no real topic or direction. The collection structure is used to link individual units that focus on separate parts of the collection. In the sequential structure collections are based mainly in chronological order. The episodic structure occurs, “When a stronger sense to an overall topic is added to the ordering principle of a sequential curriculum,” and in the integrated curriculum, “students discover interrelationships across all the elements in the curriculum.” Of the five structures it appears that the last mentioned encourages the most conversation and understanding among students I agree with Applebee’s concepts in theory, however, curriculum as conversation’s success seems to be contingent about many unstable factors. For example, the integrated curriculum structure is only as good as the material chosen. If a teacher is not skilled enough to choose material that has a common theme readily noticed by the students then it is the same as having a collective structure. Also, the teacher must be skilled in directing the conversation in a constructive way. What is the sense of the conversation when it leads nowhere? Overall, I found this book refreshing and very readable. It challenges the way the way in which many in America are educated and provides an obvious, yet greatly overlooked way for more effective teaching.