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Going well beyond other books on this subject, James Beane details the history of curriculum integration and analyzes current critiques to provide a complete theory of curriculum integration. He defines curriculum integration as a comprehensive approach rather than simply "rearranging subjects." Using many classroom examples, he explains the relationship between curriculum integration and the disciplines of knowledge. The approach set forth in this groundbreaking volume translates into a democratic vision of general education that transcends the current standards movement.

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CHOICE Review

Beane distinguishes "curriculum integration" from interdisciplinary and multidisciplinary studies--a distinction that harks back to the early progressives, the Herbartians, and especially the work of Dewey. Beane's design for curriculum themes includes personal knowledge, social knowledge, explanatory knowledge, and technical knowledge. Two questions drive the curriculum collaboration between teachers and students: "What questions or concerns do you have about yourself? " and "What questions or concerns do you have about the world?" The author provides several concept webs to illustrate units planned around these questions. He forcefully argues that curriculum integration does not mean abandoning disciplines of knowledge, but rather using them to determine what one knows and needs to know about oneself and the world. Curriculum integration also emphasizes "bottom up" planning and collaboration between teachers and students at the classroom level, a seemingly novel approach that has in fact been around for many years. Beane offers clear and understandable examples of what curriculum integration means, how it can work, and how it fits a model democratic education. Suitable for all academic library collections supporting education programs. B. L. Nourie Illinois State University