The main purpose of this study is to explore the roots and foundations of Schwab’s deliberative theory in curriculum. Therefore, after examining this theory in introduction, its foundations and origins were investigated. According to this, basic assumptions of this theory are practical and quasi practical arts, eclectic arts, commonplaces and collective decision. Aristotle’s distinction between intellectual and moral virtues, knowledge categories and learning by doing are among the most important origins of Schwab’s’ theory. Distinctions between theoretical and practical aspects in Dewey’s ideas, his viewpoints on thinking along with pluralism are the essential foundations to evolution of Schwab’s theory. On the other hand, Haberma’s instrumental – communicative dualism, dialogue between commonplaces to achieve the goals and dialogue conditions and also decision making in micro level based on the communicative rationality, have some important implications for Schwab’s deliberative theory in curriculum
Soltani,A. (2016). Exploration the Origins of Schwab's Deliberative Curriculum Theory in the Thoughts of Aristotle, Dewey and Habermas. Theory and Practice in the Curriculum, 4(7), 167-196. doi: 10.18869/acadpub.cstp.4.7.167
MLA
Soltani,A. . "Exploration the Origins of Schwab's Deliberative Curriculum Theory in the Thoughts of Aristotle, Dewey and Habermas", Theory and Practice in the Curriculum, 4, 7, 2016, 167-196. doi: 10.18869/acadpub.cstp.4.7.167
HARVARD
Soltani A. (2016). 'Exploration the Origins of Schwab's Deliberative Curriculum Theory in the Thoughts of Aristotle, Dewey and Habermas', Theory and Practice in the Curriculum, 4(7), pp. 167-196. doi: 10.18869/acadpub.cstp.4.7.167
CHICAGO
A. Soltani, "Exploration the Origins of Schwab's Deliberative Curriculum Theory in the Thoughts of Aristotle, Dewey and Habermas," Theory and Practice in the Curriculum, 4 7 (2016): 167-196, doi: 10.18869/acadpub.cstp.4.7.167
VANCOUVER
Soltani A. Exploration the Origins of Schwab's Deliberative Curriculum Theory in the Thoughts of Aristotle, Dewey and Habermas. TPC, 2016; 4(7): 167-196. doi: 10.18869/acadpub.cstp.4.7.167
