I approach this brief epilogue in terms of “lingering in the presence of thought-worthy concerns.” For in revisiting several of the reconceptualists who have contributed to reading curriculum as phenomenological texts, we learn that their themes and concerns are still relevant and very much alive in this contemporary age of standardized education, a time, when many follow the “scripted curriculum” for teaching students who are reduced to a “standard,” a one-size-fits-all, lesson-plan grounded in educational research determining what is universally best and most profitable for all students, a standard that is already pre-determined before the first lines and activities of the lesson are spoken and enacted. Hence, we encounter standardized education as a rote exercise in ventriloquism. To break the hold or the attunement of empirical-analytic curriculum making, which re-presents world-as-picture, does not first require the alteration of our existing educational policies, although this would certainly represent an important later step in the process. Rather, as I have suggested, this calls for the turn from epistemology to ontology in our curriculum theorizing. If we take seriously the reconceptualists, then we become keenly aware of the human element that cannot be ignored in our institutionalized educational endeavors—the very type of humanization that the standardize curriculum ignores.
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