My research has focused on the differentiation and similarities between the learning- and learner-and teaching- and teacher centred curriculum paradigm.

In the last two decades under the umbrella of the dynamism and the progression on the meta analysis of curriculum theory (Pinar – Irwin, 2004; Pinar, 2012, Schiro, 2013). I would like to put this topic on the systhematic approach of the comparative analysis on the competency- and the content based curriculum, especially differentiating on the regressive and progressiv concepts on these two curricular phenomena. At the first part of my lecture, from the horizontal point of view, I would like to analyze the the competency- and the content-based curriculum, stressing the structuralization challenges,namely the curricular coherency and consistency. On the base of the above-mentioned curricular tipology, at the second part, from the vertical point of you I would like to emhasize the differences and the similarities between the learning- and the teaching-centred curriculum paradigm, especially focusing on the concept of knowledge and learning, the curricular content, the connection between the revised Bloom's taxonomy and the learning outcomes, the assessment, the implementation. To sum up this part of the lecture I would like to differentiate between the content- and the competency-based curriculum paradigm, especially focusing on the macro (school) and the micro (classroom) level. At the third part of my lecture I would like to focus on the Hungarian trends. (Vágó-Simon-Vass, 2011), especially introducing  the "evolution of the National Core Curriculum", especially comapring the above-menttioned two curriculum paradigms. Finally at the end of my lecture I would like to draw some conclusions, summarizing the key dilemmas and questions on the learning- and the teaching-centred curriculum paradigm. (Cullen – Harris – Hill, 2012; Easton, 2002, Henson, 2003; Jacobs, 2010, McCombs – Whisler, 1997) 

Cullen, R.-Harris, M.-Reinhold, R.H. (2012): The Learner-Centered Curriculum. Jonh Wiley and Sons, Josey-Bass A. Wiley Imprint, San Francisco, Calfornia. Easton, L. B. (2002): The Other Side of Curriculum. Heinemann, Portsmouth. Jacobs, H. H.ed. (2010): Curriculum 21. Association for Supervision and Curriculum Development, Alexandria, Virginia. Henson, K. T. (2003): Foundations for Learner-Centered Education: A Knowledge Base. Journal Education Fall 2003. McCombs, B. L.-Whisler, J.S. (1997): The Learner-Centered Classroom and School. Jossey-Bass Publishers, San Francisco. Pinar, W.F. – Irwin R.L. (2004): Curriculum in a New Key. Routledge, Taylor and Francis Group, New York and London. Pinar, W. F. (2012): What is Curriculum Theory? Routledge, Taylor and Francis Group, New York and London. Schiro, M. S.(2013): Curriculum Theory. SAGE, Thousand Oaks, California. Vágó Irén – Simon Mária – Vass Vilmos (2011): The Content of Teaching and Learning. In. Balázs Éva – Kocsis Mihály – Vágó Irén: Report on the Hungarian Education 2010. Oktatáskutató és Fejlesztő Intézet, Budapest, 197-272.