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Abstract
This article discusses the possibilities and limitations of Jerome Bruner's theory of narrative curriculum, which appears to oppose the so-called structure of knowledge theory. In terms of curriculum theory, nothing is more controversial in the Korean academic community than Bruner's stance. There are many advantages and opportunities to be found, however, in the narrative approach to curriculum design and development. According to the developmental perspective, Bruner's narrative theory offers significant theoretical meaning and effective practical strategies for curriculum construction. I will argue that Bruner's narrative theory plays an important role in changing education, based on alternative curriculum development. In practical terms, the narrative curriculum provides teachers with a new conception of educational content, teaching method, and unit planning. Until now, discussion of Bruner's theory has been from a biased point of view and a paradigmatic stance. Through this balanced review of Bruner's narrative theory, we are able to reflect on the advantages and disadvantages of the narrative approach to curriculum development. I explore the value of the Bruner's narrative curriculum theory and suggest new strategies for teaching and learning in light of this analysis.
Key Words: curriculum design and development, narrative theory, Bruner, structure of knowledge
1.Introduction
It is very difficult to evaluate a distinguished scholar's theory, which has been developed over the course their lifetime. There are, for example, many characteristics of Jerome Bruner's curriculum theory. Since 1960, Bruner has presented many ideas regarding education and curriculum development. According to the Korean national curriculum guidelines, the third national curriculum revision was identified as a discipline-based approach, focusing on the structure of knowledge theory. As we know, the discipline-based curriculum and the structure of knowledge theory are key terms used in Bruner's curriculum theory. In the discipline-based curriculum system, the process of learning may be reconstructed as the structure of knowledge. For this reason, Bruner's curriculum theory has been criticized as an example of hard structuralism and paradigmatic thinking. In fact, Bruner himself disagrees with these criticisms, citing his own flexible stance.
Over a long period of time (from 1960 to 1990), Bruner's educational theory has been associated with the structure of knowledge theory. The beliefs underpinning the structure of knowledge can be seen as presenting a paradigmatic view, positivistic stance, and an...