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The Curricular Compass:
Navigating the Space Between Theory and Practice
Daniel E. Chapman (United States)
At its core, education is a social act, or a series of acts, believed to improve today and create a better tomorrow. The curricula we choose to espouse and use reflect what we think can be done today to create a better tomorrow. They speak to the way we perceive the nature of the world, the nature of knowledge, and our power to intervene and transform society. Of course, the vision of what makes a better tomorrow is highly controversial. And there is yet another dispute between those who agree on a vision for the future but disagree about how to get there.
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I will begin by situating my own understanding of critical thinking and the ways it can affect students’ lives and society. I will then propose a set of questions, which I call the Curricular Compass, that I ask of any curriculum, be it someone else’s or my own, to determine whether it reflects my vision and values. Then, I will demonstrate how I use the Curricular Compass by examining two progressive lessons.
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The Curricular Compass