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Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead. In this book on the post-modern perspective on the curriculum, the author asserts that the post-modern model of organic change is not necessarily linear, uniform, measured and determined, but is one of emergence and growth, made possible by interaction, transaction, disequilibrium and consequent equilibrium. Transformation, not a set course, the book argues, should be the rule, and open-endedness is an essential feature of the post-modern framework. In the book, the author envisages a curriculum in which the teacher's role is not causal, but transformative. The curriculum is not the race course, but the journey itself; metaphors can be more useful than logic in generating dialogue in the community; and educative purpose, planning and evaluation is flexible and focused on process, not product.

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CHOICE Review

Curriculum theorist Doll (Louisiana State Univ.) harvests an intensely fertile field of postmodern, process-oriented inquiry in his open-ended, visionary quest to invigorate transformative conversations in educational philosophy and practice. Equally at home in the humanities, social sciences, and natural and physical sciences, he interprets and assesses changing paradigms from premodern, modern, and postmodern worldviews and their implications for pedagogical discourse. Doll is especially insightful in his postmodernist extrapolations on such modernist thinkers as Piaget, Bruner, Dewey, and Whitehead. Indeed, he discusses so many varied strands of thought (from Newton's "stable universe" to Prigogine's concepts of chaos, self-organization, and dissipation) that some undergraduates might find his abundantly fluid theoretical excursions difficult to follow. However, he offers graduate students and curriculum scholars interested in rethinking essentialistic transmission models of schooling some stimulating new keys for recasting inherently problematic frames of reference and judgment. Recommended. Graduate; faculty. J. L. DeVitis; SUNY at Binghamton