The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies

Class, Codes and Control

Motivation und Persönlichkeit

(1978). The Reconceptualisation of Curriculum Studies. Journal of Curriculum Studies: Vol. 10, No. 3, pp. 205-214.

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The Reconceptualisation of Curriculum Studies

The question of how content should be sequenced or ordered has been the subject of educational debates for at least the past 70 years (Dewey, 1902; Rugg, 1927; Tyler, 1950; Taba, 1962, Ausubel, 1964; Bruner, 1960; Suppes, 1966; Gagné, 1970; Popham & Baker, 1970; Posner, 1974). However, no satisfactory answer has been developed, and no adequate prescription is expected in the near future. In order to properly deal with the prescriptive question, How should content be sequenced? we need first to ask the prior descriptive question, In what ways can,content be sequenced? That is, what principles can be used to sequence content? We have very little information, based on hard data, regarding the consequences of alternative content sequences and will need a good deal more research effort before we are able to satisfactor­ ily suggest how content should be sequenced. Our intention here is to consider the question, What are the alternatives?

A Categorization Scheme for Principles of Sequencing Content

Psychological Education in Secondary Schools: A Program to Promote Individual and Human Development.

Toward humanistic education: A curriculum of affect.

The disadvantaged: challenge to education

Making Urban Schools Work: Social Realities and the Urban School

Toward a Contact Curriculum.

Fantini and Weinstein are rapidly becoming one of the best known writing teams where education of poor children is concerned. Both were formerly associated with the Syracuse University Madison Area Project in improving education of the disadvantaged. Mr. Fantini is Program Officer at the Ford Foundation; Mr. Weinstein is a Lecturer in Urban Education at Teachers College. They have both expressed their indebtedness to Richard Magat of the Ford Foundation for his advice and assistance in the preparation of this article, which deals—somewhat controversially— with possibilities of using what has been learned from the disadvantaged in coverting all the schools "into relevant, flexible" institutions which "educate for work and careers."

Gerald Weinstein

Papers

Toward humanistic education: A curriculum of affect.

The disadvantaged: challenge to education

Making Urban Schools Work: Social Realities and the Urban School

Toward a Contact Curriculum.

Taking Advantage of the Disadvantaged.