Curriculum as meditative inquiry /

If there is any benefit to living in an ahistorical age such as this, it may be that rich intellectual inheritances have been left relatively undisturbed and unexplored and, thus, remain open and ready to be excavated by conscientious scholars. Kumar's penetrating new treatise is an especially compelling example of this phenomenon. Kumar (Mount Saint Vincent Univ., Canada) recovers and reengages the ideas of Jiddu Krishnamurti (1895-1986) and James Macdonald (1925-83) on consciousness to throw light on the current social and educational crisis. In this exceptionally well-written and courageous book, Kumar makes the case for moving beyond the dominant yet simplistic view of curriculum as information transmission, beyond the important but limited view of curriculum as social criticism, and beyond the more recent phenomenological orientation to curriculum as self-reflection. Rather he directs readers to understanding curriculum as awareness and meditative inquiry, where the goal is "pure observation," empty altogether of analysis and judgment. While readers may remain incredulous about the possibility of "pure observation," it is hard to imagine a more lucid treatment of the notion. Moreover, his book will likely provoke readers (as it did this reviewer) to consider Krishnamurti and Macdonald's work further. Summing Up: Highly recommended. All readership levels. T. R. Glander Nazareth College