UndОrstanding Curriculum as PhОnomОnon, FiОld, and DОsign: A MultidimОnsional concОptualiгation By Daniel F. Johnson-Mardones | September 13, 2015 Summary: This paper searches for an understanding of curriculum as a phenomenon, a field, and a design process. Curriculum is a complex phenomenon. Curriculum is also an “interdisciplinary academic field devoted to understanding curriculum” (Pinar, 2011, ix). In addition, curriculum also refers to the process of design through which the content of schooling is verified. The context of my endeavour is teacher education. In fact, thinking about curriculum becomes even more complex when thinking about how to teach it to future teachers. It seems to me that at this level we cannot avoid to assume a pluralistic view of the field thinking what is its historical legacy, including the major gap between curriculum theory and curriculum development. Therefore, the field of curriculum studies has changed by incorporating different dimensions to the concept of curriculum, making it a layered or multidimensional concept. I argue that a multidimensional concept of curriculum can be a powerful theoretical tool for understanding curriculum, to organized and create knowledge about it, and to inform the process of curriculum design. Keywords: multidimensional curriculum, curriculum studies, curriculum design, curriculum research. Резюɦе (Дɚɧɢɟɥɶ Ф. Дɠɨɧɫɨɧ-Мɚɪɞɨɧɟɫ: ɉɨɧɢɦɚɧɢɟ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ ɤɚɤ ɮɟɧɨɦɟɧɚ, ɫɮɟɪɵ ɞɟɹɬɟɥɶɧɨɫɬɢ ɢ ɞɢɡɚɣɧɚ: ɦɧɨɝɨɦɟɪɧɚɹ ɤɨɧɰɟɩɬɭɚɥɢɡɚɰɢɹ): Дɚɧɧɚɹ ɫɬɚɬɶɹ ɪɚɫɫɦɚɬɪɢɜɚɟɬ ɩɨɧɢɦɚɧɢɟ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ ɤɚɤ ɮɟɧɨɦɟɧɚ, ɫɮɟɪɵ ɞɟɹɬɟɥɶɧɨɫɬɢ ɢ ɩɪɨɰɟɫɫɚ ɞɢɡɚɣɧɚ. Ɉɛɪɚɡɨɜɚɬɟɥɶɧɚɹ ɩɪɨɝɪɚɦɦɚ ɩɪɟɞɫɬɚɜɥɹɟɬ ɫɨɛɨɣ ɤɨɦɩɥɟɤɫɧɵɣ ɮɟɧɨɦɟɧ, ɚ ɬɚɤɠɟ “ɦɟɠɞɢɫɰɢɩɥɢɧɚɪɧɭɸ ɨɛɥɚɫɬɶ ɧɚɭɤɢ, ɩɨɫɜɹɳɟɧɧɭɸ ɩɨɧɢɦɚɧɢɸ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ” (ɉɢɧɚɪ 2011, ɢɤɫ). Кɪɨɦɟ ɬɨɝɨ, ɭɱɟɛɧɵɣ ɩɥɚɧ ɨɬɧɨɫɢɬɫɹ ɤ ɩɪɨɰɟɫɫɭ ɤɨɧɫɬɪɭɤɰɢɢ, ɱɟɪɟɡ ɤɨɬɨɪɵɣ ɜɟɪɢɮɢɰɢɪɭɟɬɫɹ ɫɨɞɟɪɠɚɧɢɟ ɨɛɪɚɡɨɜɚɧɢɹ. В ɪɚɦɤɚɯ ɦɨɟɝɨ ɢɫɫɥɟɞɨɜɚɧɢɹ ɪɚɫɫɦɚɬɪɢɜɚɟɬɫɹ ɩɟɞɚɝɨɝɢɱɟɫɤɨɟ ɨɛɪɚɡɨɜɚɧɢɟ. Ɉɤɚɡɵɜɚɟɬɫɹ, ɱɬɨ ɪɚɡɦɵɲɥɟɧɢɹ ɨɛ ɨɛɪɚɡɨɜɚɬɟɥɶɧɨɣ ɩɪɨɝɪɚɦɦɟ ɫɬɚɧɨɜɹɬɫɹ ɛɨɥɟɟ ɡɚɬɪɭɞɧɢɬɟɥɶɧɵɦɢ, ɤɨɝɞɚ ɪɟɱɶ ɢɞɟɬ ɨ ɬɨɦ, ɤɚɤ ɩɟɪɟɞɚɬɶ ɟɟ ɛɭɞɭɳɢɦ ɭɱɢɬɟɥɹɦ. ɉɪɢ ɩɥɸɪɚɥɢɫɬɢɱɟɫɤɨɦ ɪɚɫɫɦɨɬɪɟɧɢɢ ɞɚɧɧɨɝɨ ɜɨɩɪɨɫɚ ɧɚ ɞɚɧɧɨɦ ɭɪɨɜɧɟ ɦɧɟ ɤɚɠɟɬɫɹ ɧɟɢɡɛɟɠɧɵɦ ɜɨɩɪɨɫ ɨ ɟɝɨ ɢɫɬɨɪɢɱɟɫɤɨɦ ɧɚɫɥɟɞɢɢ, ɜɤɥɸɱɚɹ ɛɨɥɶɲɢɟ ɩɪɨɛɟɥɵ ɦɟɠɞɭ ɬɟɨɪɢɟɣ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ ɢ ɟɝɨ ɪɚɡɜɢɬɢɟɦ. В ɫɜɹɡɢ ɫ ɷɬɢɦ ɜ ɨɛɥɚɫɬɢ ɢɫɫɥɟɞɨɜɚɧɢɣ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ ɩɪɨɢɡɨɲɥɨ ɜɤɥɸɱɟɧɢɟ ɪɚɡɥɢɱɧɵɯ ɦɧɨɝɨɫɬɭɩɟɧɱɚɬɵɯ ɤɨɧɰɟɩɰɢɣ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ. ə ɞɭɦɚɸ, ɱɬɨ ɦɧɨɝɨɦɟɪɧɚɹ ɤɨɧɰɟɩɰɢɹ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ ɦɨɠɟɬ ɫɬɚɬɶ ɦɨɳɧɵɦ ɢɧɫɬɪɭɦɟɧɬɨɦ ɬɟɨɪɟɬɢɱɟɫɤɨɝɨ ɩɨɧɢɦɚɧɢɹ, ɨɪɝɚɧɢɡɚɰɢɢ, ɭɫɜɨɟɧɢɹ ɢ ɩɟɪɟɞɚɱɢ ɡɧɚɧɢɣ ɨɛ ɭɱɟɛɧɨɦ ɩɥɚɧɟ ɢ ɩɪɨɰɟɫɫɟ ɟɝɨ ɫɨɡɞɚɧɢɹ. Кɥючевые сɥова: ɦɧɨɝɨɦɟɪɧɵɟ ɭɱɟɛɧɵɟ ɩɥɚɧɵ, ɢɫɫɥɟɞɨɜɚɧɢɹ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ, ɞɢɡɚɣɧ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ, ɢɫɫɥɟɞɨɜɚɧɢɟ ɭɱɟɛɧɨɝɨ ɩɥɚɧɚ Zusammenfassung (Daniel F. Johnson-Mardones: Das Verständnis des Lehrplans als Phänomen, Arbeitsbereich und Design: Eine multidimensionale Konzeptualisierung): Dieser Artikel hinterfragt das Verständnis des Curriculums als Phänomen, Arbeitsbereich und