Abstract

This collection of essays explores the affinities between curriculum theory, hermeneutics, and ecology. Some of the historical origins of modernist curriculum, such as the works of Rene Descartes, Immanuel Kant, and Jean Piaget, are critiqued. The works of major figures in the interpretive paradigm, such as Ludwig Wittgenstein, Edmund Husserl, Martin Heidegger, and Hans-Georg Gadamer, are used to unearth a more generous, more ecologically sane understanding of curriculum and our lives with children.