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The nature of home economics curriculum in secondary schools
As with other areas of the curriculum home economics
tends to respond to the objectives of powerful interest
groups rather than to the work of recognized scholars and
the ideals of democracy.
The philosophical orientation of this study is derived
from the work of Jurgen Habermas, a dominant figure in
contemporary philosophy whose social theory is acknowledged
for its depth and breadth of perspective. Major concerns
of Habermas are the spread of instrumental reason and the
growth of bureaucracy throughout the western world, and the
detrimental effect of these on humankind. The resulting
depoliticization has meant that political issues once discussed
by a "reasoning public" are now treated as technical
problems to be resolved by the most "efficient" means.
Habermas' work is therefore oriented toward the enhancement
of self-understanding of social groups capable of bringing
about social change, or toward the self-emancipation of
humankind from domination.
Habermas' social analysis is supported by critics of
the dominant rationality in American society. The influence
of the "American ideology" on education is a cause of
concern.
The study embodies critique of three models of home
economics curriculum in relation to three modes of rationality
which are derived from three sciences: technical
rationality (empirical-analytic science), hermeneutic
rationality (historical-hermeneutic science), and emancipatory
rationality (critical science). The critique reveals
that underlying each curriculum model are certain assumptions
linked to interests which define how reality is
viewed; and that each model has different implications for
the learner, society, and the world of knowledge. For
example, curriculum based on emancipatory rationality views
the learner as one who, although vulnerable to ideologically
distorted beliefs, is capable of self-reflection for
self-understanding, and critical examination of the historical
development of social contexts militating against human
autonomy, and who through enlightenment, will participate
in collective action to eliminate those contexts.
The analysis highlights the need for curriculum
decisions to be based on sound theory. It also reveals the
need for a critical theory of home economics education, and
identifies a set of questions to be addressed in developing
such a theory