Abstract
There are three forms of paradigm change: paradigm translation, paradigm transformation, and paradigm transition. This paper aims to (1) justify the possibility of which systems paradigm inspires paradigm transition, and then (2) apply the systems paradigm perspective to probing “curriculum development of integrated curriculum” (CDIC). First, elucidated are three forms and logics of paradigm change, main thoughts of systems paradigm, and importantly, the possibility of systems paradigm to inspire paradigm transition. Then, the systems paradigm perspective is applied to explain the meaning of “curriculum development,” to clarify its relation with “curriculum design,” and analyze the appropriateness of interpreting curriculum development through the technology, practical or critical model. Thirdly, based on the previous discussion, argued are the structure, purpose, function, motion and distinctive feature of CDIC, and how human beings participate in the coevolution with the integrated curriculum system. Finally, consciousness of systems paradigm on itself is reflected upon and suggestions fro applying systems paradigm as a research viewpoint and position are proposed.
| Keywords: | systems paradigm; paradigm transition; integrated curriculum system; curriculum development of integrated curriculum |
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