Systems Theory, Systems Technology, and Curriculum Design
DOI:
https://doi.org/10.11575/jet.v12i2.43770Abstract
The implications of systems thought for the design of curricula are examined. System Theory, which seeks an understanding of living systems, is distinguished from Systems Technology, the function of which is the design of contrived systems. It is argued that the system principles of unity and coherence, and of the centrality of purpose in open systems, can be readily applied to the design and illumination of curriculum . The cybernetic principles of feedback and requisite variety suggest conditions to be met in the design of instructional systems of high stability. The practices of modelling and simulation , drawn from Systems Technology, could be utilized by curriculum planners to achieve more efficient expression, communication, and manipulation of curriculum models.
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