Abstract
True learning—learning which results in some permanent cognitive change—is far too unpredictable to be controlled by format curricular designs. The formal curriculum of English studies is valuable largely as a stage setting for educational accidents.
Recommended Citation
Riley, Terrance
(2002)
"The Accidental Curriculum,"
The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 8
, Article 8.
https://doi.org/10.7290/jaepl8a4e0
Available at:
https://trace.tennessee.edu/jaepl/vol8/iss1/8
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