Purpose

This study aims to explore the controversy that arose during the implementation of the new social studies curriculum project, MACOS, led by Bruner. The study includes the content of the curriculum that caused controversy, the time, place, chief characters, and processes in which curriculum disputes occurred, as well as an analysis of the background factors leading to the disputes.

Design/methodology/approach

This study uses historical research methods to conduct a document analysis of the process that caused controversy in MACOS. The document analysis objects include direct and indirect historical materials. The direct historical materials are primarily based on the comments of those involved in the incident, that is Bruner and Dow, at the time and afterward, specifically the academic works of Dow, who was in charge of the MACOS curriculum project when the dispute occurred. Shortly after this incident, Dow completed his doctoral thesis on this controversial incident. After years of reflection, relevant academic works have been published to explore the historical significance of the event. Indirect historical materials are primarily academic works that discuss controversial events caused by MACOS, including academic papers on this event as a theme, and academic books that include this historical event.

Findings/results

MACOS has the innovative spirit of a new social science movement. However, being different from traditional curriculum content, it impacted the traditional values guarded by conservatives, thus causing an important curriculum controversy in the history of the American curriculum. Moreover, unlike other important curriculum controversies in the United States, the MACOS controversy eventually reached the House of Representatives because it received funding subsidies from the federal government. This made the controversy over MACOS a subject of national concern.

Originality/value

Although the development process and specific content of the MACOS curriculum projects have been discussed in Taiwan, no in-depth study has been conducted on the curriculum controversy. Thus, this study contributes significantly in this aspect. In addition, most regions and countries worldwide are subject to a curriculum controversy. These controversies mostly arise from ideological disputes, and the same is true of MACOS. A historical study of MACOS will help understand the nature of Taiwan's curriculum guideline controversy.

Implications for policy/practice

This study suggests that to achieve success, curriculum reform should first be consistent with mainstream educational trends. Moreover, reform ideals should be able to obtain resonance and support from teachers, who are the frontline implementers. Furthermore, to be successful, reforms with good intentions must also have corresponding promotional and implementation measures.