The Department
of Educational Philosophy and Sociology
Educational
Policy - Prodi Kebijakan Pendidikan
Approaches to Curriculum Development
Publisher (A)
decides to create a new high school textbook from scratch. Idea lightbulb heats
compost heap of similar textbooks (B), causing them to break down into sludge,
which is simmered into master list of topics (C). Redundancies are boiled off
(D) and philosophy (E) is mixed in. Elixir of topics drains into brain of
editor, who starts worrying (F) about conversatives. Editor transforms topics
into outline (G), which flows to writers (H), causing them to begin scribbling.
Editor begins worrying about finding name author (I). Text from writers is forced
into mold of key curriculum guidelines (J). State frameworks for most states
(K) are ignored. Tail (L) of key adoption state, which responds by taking
textbook-size bites (M) from bales of compressed text. Name author (N) is
signed to book. Book is revied (O). Too much evolution? Convervatives shoot it
down. Not multiracial enough? Liberals shoot it down. Editor patches up holes
and end-runs objections (P). Books finally make it to students (Q)
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