Evidence is provided to support Kierkegaard's phenomenology that only what is learned
through experience is truly known. It is demonstrated that the chiropractic curriculum
represents a unique area of investigation and that it is possible to define curriculum; to create
a functional and integrative model which subsumes elements from the traditional, cyclical
and process models; and to design an integrative, problem-based, evidence-based,
experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four
domains which deal respectively with a) curriculum processes which include the selection,
motivation and interaction of curriculum developers, curriculum definitions and models, and
an algorithm for curriculum design; b) curriculum organisation which addresses
philosophical, sociological, cultural and psychological foundations, curriculum paradigms
and a chiropractic conceptual framework; c) curriculum development which concerns design
strategies, situational analysis, intent, content, design and organisation of learning
experiences and assessment of student performance; and d) curriculum application, which
includes the learning climate, quality management, management of change, self-evaluation
and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17099 |
| Date | 11 1900 |
| Creators | Kleynhans, Andries Mentz |
| Contributors | Van der Horst, Helen, Du Plooy, W.J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xv, 480 leaves) |
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