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18ke2

A Curriculum Compendium

Plato as Curriculum Scholar

18ke2 • May 21, 2026

Fr Matthew Penney

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A Curriculum Compendium

Harold Rugg

18ke2 • May 21, 2026

Kyle Clark

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A Curriculum Compendium

Edward Thorndike

18ke2 • May 21, 2026

Victoria Chen

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A Curriculum Compendium

Dewey’s Laboratory School

18ke2 • May 21, 2026

Kyle Clark

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A Curriculum Compendium

Developmentalists

18ke2 • May 21, 2026

Murdoch N. Matheson

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A Curriculum Compendium

The Great Depression and Curriculum Questions

18ke2 • May 21, 2026

Vicki Woodside-Duggins

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A Curriculum Compendium

Curriculum Development

18ke2 • May 21, 2026

Vicki Woodside-Duggins

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A Curriculum Compendium

Byzantine Education

18ke2 • May 21, 2026

Fr Matthew Penney

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A Curriculum Compendium

Franklin Bobbitt

18ke2 • May 21, 2026

Yue Peng

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A History of Social Studies Education in New Brunswick, 1901-2000

Social Studies Education in New Brunswick, 1991-2000

18ke2 • May 21, 2026

Nick Gresh and Lindsay Millett

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Posts pagination

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Categories

  • A Curriculum Compendium 18
  • A History of Science Education in New Brunswick, 1901-1990 11
  • A History of Social Studies Education in New Brunswick, 1901-2000 13
  • Assessing Historical Thinking 8
  • Byzantium and Education 45
  • Historical Mindedness Mentorship Project 16
  • History of Ontario Education 16
  • Subjects in Trinidad and Tobago’s Educational History 14
  • Take Action: Citizenship and Social Studies Projects 31

Latest Posts

A Curriculum Compendium

June 26, 2026 by 18ke2

Thinking Historically About Borden and Canada’s Wartime Choices

June 23, 2026 by 18ke2

Unlocking Historical Perspectives

June 23, 2026 by 18ke2

Historical Perspectives in Five Steps

June 23, 2026 by 18ke2

Continuity and Change in CHC2D

June 23, 2026 by 18ke2

Continuity and Change of the Atomic Bomb

June 23, 2026 by 18ke2

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… We live in a world of ideas, rather than of facts. These ideas are elusive and mutable. They need be approached humbly. Arrogance in pedagogical orientation is dangerous. It limits reflexivity. Educators, who assume to know and venture to teach, do so blindly. Our prior assumptions, unchecked, blind us. Pedagogically, the consequences can be perilous.

 

-T.M.C, ‘Satan or Socrates: The Perils of Excessive Pride in Pedagogy’ (2008, p. 175)

Recent Posts
  • A Curriculum Compendium June 26, 2026
  • Thinking Historically About Borden and Canada’s Wartime Choices June 23, 2026
  • Unlocking Historical Perspectives June 23, 2026
Categories
  • A Curriculum Compendium
  • A History of Science Education in New Brunswick, 1901-1990
  • A History of Social Studies Education in New Brunswick, 1901-2000
  • Assessing Historical Thinking
  • Byzantium and Education
  • Historical Mindedness Mentorship Project
  • History of Ontario Education
  • Subjects in Trinidad and Tobago’s Educational History
  • Take Action: Citizenship and Social Studies Projects
This website features research supported by the Social Sciences and Humanities Research Council of Canada.
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