Philosophical Curriculum Reform Under Viewpoints Of Postmodernist Curriculum

Philosophy, which means philo sophy, is a kind of overwhelming fervor, a kind of reflection and transcendence. This just is the embodiment of the enchantment of philosophy. However, the philosophical curriculum is losing the enchantment. Through the investigation and analysis, we find that the reform of it is extremely urgent. The reform of philosophical curriculum is an old topic, but we need a new viewpoint to fundamentally do it.As a new western cultural trend of thought which has been flourished in 1920s, Postmodernism deeply challenges and subverts the rationality of Modernism and Modernity. Postmodernism generally influences the human science and also nature science. In the fields of philosophy, sociology and psychology, there emergences a number of postmodernist curriculum theorists, of most representative is W.E.Doll,Capra and Slatery. Among them Doll's theory is most effective. In order to resolve the problems of the principles of Ralph Taylor's, Doll give the new standards of curriculum, which is 4R standards, Richness, Recursion, Relation and Rigor.For more generally and deeply understanding the postmodernist curriculum, we can analyze it from curriculum goals, curriculum content, curriculum implementation and curriculum evaluation. Firstly considering curriculum goals, postmodernist curriculum refutes Taylor's modernist curriculum goals, and advocates opening, generative, changing and ecological postmodernist curriculum goals. Secondly considering curriculum content, postmodernist curriculum criticizes the content which alienates and enslaves students, claims curriculum content shall be the result of active construction by students, and shall be characteristic of pluralist, ecological and constructive. Thirdly considering curriculum implementation, postmodernist curriculum disagrees to think curriculum implementation as a process of faithfully carrying out curriculum project, but asserts it a process of interpretation and creation, intercourse and dialogue. Finally considering curriculum evaluation, postmodernist curriculum thinks it not single but pluralist, not emphasizing result but the evaluation to the result, not just a kind of outer authority but the inter sought of curriculum subjects.All in all, postmodernist curriculum has such as characteristics. First, it emphasizes the role of subjects in the curriculum process and the human development. Second, it disagrees to the fundamentalism and reductionism and advocates the returning to life and the process of knowledge integration and subject reconstruction. Third, it claims the pluralism and refuted the value neutrality. Forth, it objects indoctrinating and forcing, but advocates creation and practice. Although postmodernist curriculum has some problems, as challenge and transcendence to modernism, it must bring new views and useful enlightenment to the reform of philosophical curriculum.Concretely, we can discuss it form four facets. Firstly, consider curriculum goals from viewpoints of postmodernist curriculum. Secondly, consider curriculum content from viewpoints of postmodernist curriculum. Thirdly, consider curriculum implementation from viewpoints of postmodernist curriculum. Finally, consider curriculum evaluation from viewpoints of postmodernist curriculum.