Date of Award

1989

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

William F. Pinar

Abstract

This study explores the relationship between eschatology and curriculum theory. Themes such as liberation, emancipatory knowledge, transformative pedagogy, concepts of time, impact of the future on present experience, and learning landscapes are traced in the emerging literature of theology and of curriculum theory. The mutual interest in these themes in both fields of study provides the basis for moving toward an eschatological curriculum theory. The reconceptualization which has occurred in curriculum theory and the new emphasis on eschatology in twentieth century theology both provide a foundation for this curriculum theory rooted in hope. In contemporary theology there is a movement which parallels the reconceptualization in education. Jurgen Moltmann's work is at the forefront of the rediscovery of eschatology as the focus of the whole of theology. Also, Karl Rahner grounds eschatology in experiences of the present. The future is that which brings to completion what has already been set in motion. The work of Moltmann and Rahner has laid the foundation for the appearance of a new framework for eschatological theology which is struggling to emerge in the 1980s. Identifying this new framework and relating it to contemporary curriculum discourses for the purpose of moving toward a postmodern eschatological curriculum theory is the focus of this study. If the reconceptualization reflected in theological and educational theories is to transform society and alter the conception of school curriculum, then scholarly investigation into the various dimensions of the theories must be undertaken. This study explores contemporary eschatological theology and contemporary curriculum theory for the purpose of contributing to the development of a model of education for the third millennium rooted in liberation and hope. This study contends that modern educational movements which have envisioned a new world order based upon technological solutions have not only failed to liberate humanity, but have actually resulted in an impoverishment of the human spirit verging on despondency and self-destruction. Eschatology can provide curriculum theory with a dimension that will allow hope to replace apathy as the predominant ethos in the school culture.

Pages

214

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