Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
Committee Member 1
Ming Fang He
Committee Member 2
Committee Member 3
Committee Member 3 Email
The dissertation is a speculative essay using the framework of Joseph Schwab’s (1969) commonplaces of: subject matter, student, teacher and milieu to examine how intuition can and should form part of curriculum. The overarching theme is that intuition and intuitive teaching and learning is an iterative path which leads to self-knowledge, reflection, cognition and acceptance of ‘other’ -- the Freirian (2010) notion of tolérance-- resulting in critical thinking and agency to ameliorate lives -- particularly of the oppressed. It embraces the clichéd notion of education leading to informed citizens who will make the right choices for society as a whole from the perspective of allowing teaching and learning to evolve from a less data-driven, teacher and standard imposed process to a more interest-driven evolution with an eye to critical thinking and authenticity. Intuition exists whether we choose to acknowledge or ignore it. It cannot be forced, but is rather something teachers and students can make room for – pay attention to – honor and consider in a framework of bounded anarchy (Macdonald, 1995). It is a framework that recognizes chaos as a part of life, and anarchy as a means to avoid autocratic control. Subject matter is explored via boredom, improvisation, currere, phenomenological and aesthetic inquiry. The role and relationships of the teacher are tied to self-discovery, co-creation, authenticity and love. Students within this framework are encouraged to explore, listen to, and use their voice to connect with the Joy (Liston, 2001) of learning. And, place is the physical and psychological world of the individual within which subject matter, teachers and students interreact.
Martinaitis, S. (2017). Intuition and curriculum: From precognition to agency (Unpublished Doctoral Dissertation).
Research Data and Supplementary Material