A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report Prisoners of Time

References

1. Bergson, H. (1946). The creative mind: An introduction to metaphysics (M. L. Andison, Trans.). New York: Philosophical Library.The creative mind: An introduction to metaphysics.
2. Bernard, H., & Slattery, P. (1992). Quantum curriculum. Paper presented at the JCT Bergamo Conference, Dayton, OH.
3. Blanchard, K., & Johnson, S. (1981). The one minute manager. New York: Berkeley Books.The one minute manager.
4. Bohm, D. (1978). The implicate order: A new order for physics. In D. Fowler (Ed.), Process Studies, 8(2), 73-102.The implicate order: A new order for physics. Process Studies 8:73–102.
5. Bohm, D. (1988). Postmodern science and a postmodern world. In D. R. Griffin (Ed.), The reenchantment of science (pp. 57-68). Albany: State University of New York Press.Postmodern science and a postmodern world. The reenchantment of science, 57–68.
6. Briggs, J. (1992). Fractals, the pattern of chaos: Discovering a new aesthetic of art, science, nature. New York: Simon & Schuster.Fractals, the pattern of chaos: Discovering a new aesthetic of art, science, nature.
7. Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: ASCD Press.Making connections: Teaching and the human brain.
8. Capra, F. (1975). The Tao of physics. Berkeley, CA: Shambhala.The Tao of physics.
9. Capra, F. (1982). The turning point: Science, society, and the rising culture. New York: Bantam.The turning point: Science, society, and the rising culture.
10. Coveney, P., & Highfield, R. (1990). The arrow of time: A voyage through science to solve time's greatest mystery. New York: Fawcett Columbine.The arrow of time: A voyage through science to solve time's greatest mystery.
11. Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon & Schuster.The seven habits of highly effective people.
12. Crichton, M. (1990). Jurassic park. New York: Knopf.Jurassic park.
13. Davies, P. (1983). God and the new physics. New York: Simon & Schuster.God and the new physics.
14. Davies, P. (1988). The cosmic blueprint: New discoveries in nature's creative ability to order the universe. New York: Simon & Schuster.The cosmic blueprint: New discoveries in nature's creative ability to order the universe.
15. Davies, P. (1990). Cosmogenesis. Creation Spirituality, 6(3), 10-13.Cosmogenesis. Creation Spirituality 6:10–13.
16. Dewey, J. (1938). Experience and education. New York: Macmillan.Experience and education.
17. Doll, M. A. (1995). To the lighthouse and back: Mediations on teaching and learning. New York: Peter Lang.To the lighthouse and back: Mediations on teaching and learning.
18. Doll, W. E., Jr. (1993). A post-modem perspective on curriculum. New York: Teachers College Press.A post-modem perspective on curriculum.
19. Eisenberg, R. (1986). Organize yourself! New York: Macmillan.Organize yourself!.
20. Eliade, M. (1959). Cosmos and history: The myth of eternal return (W. R. Trask, Trans.). New York: Harper.Cosmos and history: The myth of eternal return.
21. Eliot, T. S. (1971). The collected poems and plays of T. S. Eliot: 1909-1950. New York: Harcourt, Brace, and World.The collected poems and plays of T. S. Eliot: 1909-1950.
22. Einstein, A. (1961). Relativity: The special and the general theory (15th ed.). New York: Crown.Relativity: The special and the general theory.
23. Eisner, E. W. (1993). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York: Macmillan.The educational imagination: On the design and evaluation of school programs.
24. Faulkner, W. (1942). The bear. In M. Crowley (Ed.), The portable Faulkner (pp. 225-363). New York: Viking Press.The portable Faulkner. The bear, 225–363.
25. Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. New York: Basic Books.The saturated self: Dilemmas of identity in contemporary life.
26. Givens, D. R. (1977). An analysis ofNavaho temporality. Washington, DC: University Press of America.An analysis ofNavaho temporality.
27. Gleick, J. (1987). Chaos: Making a new science. New York: Viking Press.Chaos: Making a new science.
28. Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach (4th ed.). New York: Longman.Educational psychology: A realistic approach.
29. Griffin, D. R. (Ed.). (1986). Physics and the ultimate significance of time: Bohm, Prigogine, and process philosophy. Albany: State University of New York Press.Physics and the ultimate significance of time: Bohm, Prigogine, and process philosophy.
30. Griffin, D. R. (Ed.). (1988). The reenchantment of science: Postmodern proposals. Albany: State University of New York Press.The reenchantment of science: Postmodern proposals.
31. Hatab, L. J. (1978). Nietzsche and eternal recurrence: The redemption of time and becoming. Washington, DC. University Press of America.Nietzsche and eternal recurrence: The redemption of time and becoming.
32. Hawking, S. W. (1988). A brief history of time: From the big bang to black holes. New York: Bantam.A brief history of time: From the big bang to black holes.
33. Heshel, A.J. (1983). I asked for wonder: A spiritual anthology. New York: Crossroads.I asked for wonder: A spiritual anthology.
34. Heidegger, M. (1972). On time and being (J. Stanbaugh, Trans.). New York: Harper Torchbooks.On time and being.
35. Highwater, K. (1981). The primal mind: Vision and reality in Indian America. New York: New American Library.The primal mind: Vision and reality in Indian America.
36. Huebner, D. (1975). Curriculum as concern for man's temporality. In W. F. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 217-236). Berkeley, CA: McCutchan.Curriculum as concern for man's temporality. Curriculum theorizing: The reconceptualists, 217–236.
37. Huebner, D. (1981). Toward a political economy of curriculum and human development. In H. A. Giroux, A. N. Penna, & W. F. Pinar (Eds.), Curriculum and instruction (pp. 124-138). Berkeley, CA: McCutchan.Toward a political economy of curriculum and human development. Curriculum and instruction, 124–138.
38. Kincheloe, J. L., Steinberg, S. R., & Tippins, D.J. (1992). The stigma of genius: Einstein and beyond modem education. Durango, CO: Hollowbrook.The stigma of genius: Einstein and beyond modem education.
39. Kliebard, H. M. (1986). The struggle for the American curriculum: 1893-1958. Boston: Routledge & Kegan Paul.The struggle for the American curriculum: 1893-1958.
40. Kuhn, T. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.The structure of scientific revolutions.
41. Kummel, F. (1965). Time as succession and the problem of duration. In J. T. Fraser (Ed.), The voices of time (pp. 31-55). New York: George Braziller.Time as succession and the problem of duration. The voices of time, 31–55.
42. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.Getting smart: Feminist research and pedagogy with/in the postmodern.
43. Lovelock, J. E. (1979). Gaia: A new look at life on Earth. Oxford, Eng.: Oxford University Press.Gaia: A new look at life on Earth.
44. Lyotard, J. F. (1992). The postmodern explained to children: Correspondence 1982-1984. London: Turnaround.The postmodern explained to children: Correspondence 1982-1984.
45. Macdonald, J. B. (1988). Theory, practice, and the hermeneutic circle. In W. F. Pinar (Ed.), Contemporary curriculum discourses (pp. 101-113). Scottsdale, AZ: Gorsuch, Scarisbrick.Theory, practice, and the hermeneutic circle. Contemporary curriculum discourses, 101–113.
46. Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD.A different kind of classroom: Teaching with dimensions of learning.
47. McLaren, P. (1993). Multiculturalism and the postmodern critique: Toward a pedagogy of resistance and transformation. Cultural Studies, 7(1), 118-146.Multiculturalism and the postmodern critique: Toward a pedagogy of resistance and transformation. Cultural Studies 7:118–146.
48. Nietzsche, F. (1967). The will to power (W. Kaufmann & R.J. Hollingdale, Trans.). New York: Random House.The will to power.
49. Pinar, W. F. (1988). Time, place, and voice: Curriculum theory and the historical moment. In W. F. Pinar (Ed.), Contemporary curriculum discourses (pp. 264–278). Scottsdale, AZ: Gorsuch, Scarisbrick.Time, place, and voice: Curriculum theory and the historical moment. Contemporary curriculum discourses.
50. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to historical and contemporary curriculum discourses. New York: Peter Lang.Understanding curriculum: An introduction to historical and contemporary curriculum discourses.
51. Prigogine, I., & Stengers, I. (1984). Order out of chaos: Man's new dialogue with nature. New York: Bantam.Order out of chaos: Man's new dialogue with nature.
52. Sirag, S-P. (1992). Consciousness and hyperspace. In J. Mishlove (Ed.), Thinking allowed: Conversations on the leading edge of knowledge (pp. 105-113). Tulsa, OK: Council Oak Books.Consciousness and hyperspace. Thinking allowed: Conversations on the leading edge of knowledge, 105–113.
53. Slattery, P. (1992). Toward an eschatological curriculum theory. JCT: An Interdisciplinary Journal of Curriculum Studies, 9(3), 7-21.Toward an eschatological curriculum theory. JCT: An Interdisciplinary Journal of Curriculum Studies 9:7–21.
54. Slattery, P. (1995a). Curriculum development in the postmodern era. New York: Garland.Curriculum development in the postmodern era.
55. Slattery, P. (1995b). School change: Understanding political and religious resistance and pressure. Childhood Education, 71, 266-269.School change: Understanding political and religious resistance and pressure. Childhood Education 71:266–269.
56. Suzuki, D. T. (1968). The essence of Buddhism. Kyoto, Japan: Hozokan.The essence of Buddhism.
57. Toulmin, S. E. (1982a) The return to cosmology: Postmodern science and the theology of nature. Chicago: University of Chicago Press.The return to cosmology: Postmodern science and the theology of nature.
58. Toulmin, S. E. (1982b). The discovery of time. Chicago: University of Chicago Press.The discovery of time.
59. Tozer, S. (1993). Toward a new consensus among social foundations educators: Draft position paper of the American Educational Studies Association committee on academic standards and procedures. Educational Foundations, 7(4), 5-22.Toward a new consensus among social foundations educators: Draft position paper of the American Educational Studies Association committee on academic standards and procedures. Educational Foundations 7:5–22.
60. Tucker, M. E. (1993). Education and ecology: Earth literacy and the technological trance. Chambersburg, PA: ANIMA.Education and ecology: Earth literacy and the technological trance.
61. U.S. Department of Education. (1994). Goals 2000: Community Update (No. 14). Washington, DC: Author.
62. U.S. Government Printing Office. (1994). Prisoners of time: Report of the National Education Commission on Time and Learning. Washington, DC: U.S. Department of Education Press.
63. Usher, R., & Edwards, R. (1994). Postmodernism and education. London: Routledge.Postmodernism and education.
64. Whitehead, A. N. (1929). The aims of education. New York: Free Press.The aims of education.
65. Whitehead, A. N. (1933). Adventures of ideas. New York: Macmillan.Adventures of ideas.
66. Wolcott, H. (1973). The man in the principal's office: An ethnography. New York: Holt, Rinehart, and Winston.The man in the principal's office: An ethnography.