1.中文部份
方兆本（1999）。走出混沌。新竹：凡異。
王文科（1994）。課程與教學論。台北：五南。
王岳川（1992）。後現代主義文化邏輯。輯於王岳川、尚水主編，後現代主義文化與美學（頁序1-43）。北京：北京大學出版社。
王岳川（1993）。後現代主義文化研究。台北：淑馨。
王彥文（譯）（1993）。J. Briggs & F. D. Peat著。渾沌魔鏡。台北：牛頓。
王治河（1998）。撲朔迷離的遊戲－後現代哲學思潮研究。北京：社會科學文獻。
王紅宇（1995）。新的知識觀與課程觀。台海兩岸，冬季號，159-164。
王紅宇（2001）。傳統與超越－訪美國路易斯安納州立大學多爾教授。全球教育展望，30(3)，1-2。
王紅宇（譯）（2000）。W. E. Doll, Jr.著。後現代課程觀。北京：教育科學。
王紅宇（譯）（2001）。W. E. Doll, Jr.著。後現代思想與後現代課程觀。全球教育展望，30(2)，42-45。
王寧、黃桂友、顧棟華、趙白生（譯）（1992）。D. Fokkema & H. Bertens編。走向後現代主義。台北：淑馨。
朱建民（編譯）（1982）。現代形上學的祭酒－懷德海。台北：允晨。
曲躍厚（1999）。譯序。輯於曲躍厚譯，過程神學（頁Ⅰ-XⅢ）。北京：中央編譯。
曲躍厚（譯）（1999）。J. B. Cobb & D. R. Griffin著。過程神學。北京：中央編譯。
吳彤（2005）。多維融貫－系統分析與哲學思維方法。昆明：雲南人民。
李子健、黃顯華（1996）。課程：範式、取向和設計。台北：五南。李永吟、單文經（1997）。教學原理（三版）。台北：遠流。
李常井（1987）。杜威的形上思想。台北：中央研究院三民主義研究所。
李超杰（譯）（2002）。P. Rose著。懷特海。北京：中華書局。
李雅婷（2002）。論課程的後現代樣貌。中等教育，53(2), 16-31。沈清松（1993）。從現代到後現代。哲學雜誌，4，4-25。
汪霞（2003）。課程研究：現代與後現代。上海：上海科技教育
佟立（2003）。西方後現代主義哲學思潮研究。天津：天津人民。
卓新平。（1998）。當代西方新教神學。上海：上海三聯書店。
孟慶鳳（2002）後現代主義的現代化批判。輯於周穗明等著，現代化：歷史、理論與反思－兼論西方左翼的現代化批判（頁415-462）。北京：中國廣播電視。
周珮儀（1997）。後現代的課程理論。輯於歐用生主編，新世紀的教育發展（頁129-148）。台北：師大書苑。
周珮儀（2002）。後現代課程取向的萬花筒。教育研究月刊，102期，40-53。尚新建、杜麗燕、李淅生（譯）。（1989）。J. Piaget著。生物學與認識。北京：三聯。
金吾侖（1999）。信息網絡文化的發展。輯於中國社會科學院「世界文明」課題組主編，國際文化思潮評論（頁269-294）。北京：中國社會科學。
柯蓉、羅麗新（譯）（2004）。W. E. Doll, Jr.著。尋找精神：對西方課程思想的反思。全球教育展望，197期，20-21，34。
洪天富（譯）（2004）。Wolfgang Welsch著。我們的後現代的現代。北京：商務。
洪漢鼎（2001）。詮釋學－它的歷史和當代發展。北京：人民。夏光（2003）。後結構主義思潮與後現代社會理論。北京：社會科學文獻。
郝德永（2002）。課程與文化：一個後現代的檢視。北京：教育科學。
唐小兵（譯）（1990）。F. Jameson著。後現代主義與文化理論（增訂初版）。台北：合志。
孫慕天（譯）（2003）。D. R. Griffin著。後現代宗教。北京：中國城市。
高宣揚（1998）。當代社會理論（下）。台北：五南。
高宣揚（1999）。後現代論。台北：五南。高宣揚（2003）。當代法國思想五十年。台北：五南。
張文軍（1998）。後現代教育。台北：揚智。
張汝倫（2003）。現代西方哲學十五講。北京：北京大學出版社。
張華、石偉平、馬慶發（2000）。課程流派研究。濟南：山東教育。
梁恒正（1979）。布魯納認知理論在課程組織中的應用。輯於師大教育研究所編著，教育心理學（頁329-445），台北：偉文。
莊明貞（2002）。後現代思潮的課程研究及其本土實踐之評析。教育研究月刊，102期，27-39。陳伯璋（1987）。課程研究與教育革新。台北：師大書苑。
陳伯璋（2001）。新世紀課程改革的省思與挑戰。台北：師大書苑。陳伯璋（2002）。後現代與台灣九年一貫課程改革。教育研究月刊，102期，5-12。
陳金和（2000）。新實用主義。輯於趙光武主編，後現代主義哲學述評（頁66-91）。北京：西苑。
陳奎德（1994）。懷特海。台北：東大。
陳建勳（1978）。皮亞傑的認知理論及其對智能不足兒童教育之啟示。輯於國立台灣師範大學教育學系主編，教育原理（頁759-787）。台北：偉文。
傅任敢（譯）（1990）。Johann Amos Comenius著。大教學論。台北：五南。
傅佩榮（1995）。西方心靈的品味（二）－愛智的趣味、自然的魅力。台北：洪健全基金會。
傅佩榮（譯）（2000）。A. N. Whitehead著。科學與現代世界。台北：立緒。
單文經（2002）。現代與後現代課程論爭之平議。師大學報，47(2)，123-142。游皓麟（2001）。多爾的後現代課程觀。國立台北師範學院課程與教學研究所碩士論文，未出版。
黃永和（2001）。後現代課程理論之研究：一種有機典範的課程觀。台北：師大書苑。黃永和（2002）。後現代思潮與課程改革：一種後現代科學的觀照角度。教育研究月刊，102期，54-66。黃勇（譯）（1992）。R. Rorty著。後哲學文化。上海：上海譯文。
黃政傑（1991）。課程設計。台北：東華。
黃政傑（1999）。課程改革（三版）。台北：漢文。
黃瑞祺（2000a）。現代與後現代。台北：巨流。黃瑞祺（2000b）。現代與後現代之間。當代，153／復刊35，102-113。黃道（譯）（1990）。J. Piaget著。心理學與認識論：一種有關知識的理論。台北：結構群。
楊大春（1996）。後結構主義。台北：揚智。楊士毅（2001）。懷德海哲學入門：超越現代與後現代。台北：揚智。
楊深坑（1988）。理論‧詮釋與實踐－教育學方法論論文集（甲輯）。台北：師大書苑。甄曉蘭（2000）。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44(1)，60-89。甄曉蘭（2004）。課程理論與實務－解構與重建。台北：高等教育。
趙一凡（1989）。資本主義的文化矛盾－貝爾的文化運思。輯於甘陽編選，中國當代文化意識（頁69-92）。台北：風雲時代。
趙光武（2000）導論。輯於趙光武主編，後現代主義哲學述評（頁1-5）。北京：西苑。
劉文旋（2000）。新解釋學。輯於趙光武主編，後現代主義哲學述評（頁48-65）。北京：西苑。
劉式達、劉式適、嚴中偉（譯）（1997）。E. N. Lorenz著。混沌的本質。北京：氣象。
劉魁（1998）。後現代科學觀。台北：揚智。
歐用生（2003）。課程典範再建構。高雄：麗文。薛艷麗（1999）。後現代主義。輯於張雄、王晶雄主編，新編現代西方社會思潮（頁357-379）。上海：上海社會科學院出版社。
鍾鴻銘（2004a）。課程組織的存在現象學探討。輯於單文經主編，課程與教學新論（頁65-92）。台北：心理。
鍾鴻銘（2004b）。H. M. Kliebard的課程史研究其及啟示。教育研究集刊，50(1)，91-118。鍾鴻銘（2005）。美國課程改革的歷史辯證。課程與教學季刊，8(4)，1-18。韓震、孟鳴歧（2002）。歷史．理解．意義－歷史詮釋學。上海：上海譯文。
羅麗新（2004）。論威廉姆．多爾的四Ｒ理論－一封給姊姊的信。全球教育展望，33(1)，22-29。嚴平（1998）。走向解釋學的真理－伽達默爾哲學述評。北京：東方。
2.外文部份
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Bell, D. (1976). The cultural contradictions of capitalism. New York: Basic Books.
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Benham, B. J. (1981). Curriculum theory in the 1970s: The reconceptualist movement. Journal of Curriculum Theorizing, 3(1), 162-170.Beyer, L. E. & Liston, D. P. (1996). Curriculum in conflict: Social visions, educational agendas, and progressive school reform. New York: Teachers College Press.
Bobbitt, F. (1918/1971). The curriculum (Reprinted edition). New York: Arno Press & The New York Times.
Bruner, J. S. (1971) The process of education revisited. Phi Delta Kappan, 52(1), 18-21.Bruner, J. S. (1985) Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Learning and teaching: The ways of knowing (pp.97-115). Chicago, IL: University of Chicago Press.
Bruner, J. S. (1986) Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Burke, M. M. (1985) The personal and professional journey of James B. Macdonald. Journal of Curriculum Theorizing, 6(3), 84-119.
Caine, R. N. & Caine, G. (1994). Making connections: Teaching and the human brain. New York: Innovative Learning Publications.
Callahan, R. E. (1962). Education and the cult of efficiency. Chicago, IL: University of Chicago Press.
Capra, F. (1983). The turning point: Science, society, and the rising culture. New York: Bantam.
Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Anchor Doubleday Books.
Caswell, H. L. & Campbell, D. S. (1935). Curriculum development. New York: American Book Company.
Charters, W. W. (1923). Curriculum construction. New York: Macmillan.
Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press.
Cherryholmes, C. H. (1999). Reading pragmatism. New York: Teachers College Press.
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Cobb, P. (1983). Pretext: Critique of curriculum and change. Journal of Curriculum Theorizing, 5(2), 62-74.
Cremin, L. A. (1975). Curriculum making in the United States. In W. F. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp.19-35). Berkeley, CA: McCutchan.
Davis, B. (2005). Interrupting frameworks. In W. E. Doll, M. J. Fleener, D. Trueit & J. St. Julien (Eds.), Chaos, complexity, curriculum, and culture: A conversation (pp.113-132). New York: Peter Lang.
Davis, B. & Sumara, D. J. (2000/2003). Curriculum forms: On the assumed shapes of knowing and knowledge. In D. Scott (Ed.), Curriculum studies: Major themes in education, vol.Ⅱ:Curriculum forms (pp.131-155). London: RoutledgeFalmer.
Davis, O. L. Jr. (2005). Foreword. In L. M. Burlbaw & S. L. Field (Eds.), Explorations in curriculum history research (pp.ix-xi). Greenwich, CT: Information Age Publishing.
de Alba, A., Gonzalez-Gaudiano, E., Lankshear, C. & Peters, M. (2000). Curriculum in the postmodern condition. New York: Peter Lang.
Dewey, J. (1916/1966). Democracy and education. New York: Free Press Paperback.
Dewey, J. (1929). The quest for certainty: A study of the relation of knowledge and action. New York: Capricorn Books.
Dewey, J. (1950). Reconstruction in philosophy. New York: Mentor Books.
Dewey, J. (1958). Experience and nature. New York: Dover.
Doll, W. E., Jr. (1972). A methodology of experience, Part Ⅰ: An alternatives to behavioral objectives. Educational Theory, 22(3), 309-324.
Doll, W. E., Jr. (1973). A methodology of experience, Part Ⅱ: The process of inquiry. Educational Theory, 23 (1), 56-73.Doll, W. E. Jr. (1977). The role of contrast in the development of competence. In A. Molnar & J. A. Zahorik (Eds.), Curriculum theory (pp.50-63). Washington, DC: Association for Supervision and Curriculum Development.
Doll, W. E., Jr. (1978). Schooling in a post-industrial society. The High School Journal, 61(8), 333-352.
Doll, W. E., Jr. (1979a). A structural view of curriculum. Theory into Practice, 18(5), 336-348.
Doll, W. E., Jr. (1979b). The need for a new model. Journal of Teacher Education, 30(6), 51.
Doll, W. E., Jr. (1980). Play and mastery: A structuralist view. Journal of Curriculum Theorizing, 2(1), 209-226.Doll, W. E., Jr. (1981a). A short note on Haroutunian’s view of Piaget’s biological conception of knowledge. Educational Theory, 31(2), 189-192.
Doll, W. E., Jr. (1981b). The educational need to re-invent the wheel. Educational Leadership, 39(2), 34-35.
Doll, W. E., Jr. (1983a). A re-visiting of progressive education. Theory into Practice, 22 (3), 166-173.
Doll, W. E., Jr. (1983b). Curriculum and change: Piaget´s organismic origins. Journal of Curriculum Theorizing, 5(2), 4-61.
Doll, W. E., Jr. (1983c). Practicalizing Piaget: A response to my critics. Journal of Curriculum Theorizing, 5(4), 92-110.
Doll, W. E., Jr. (1983d). Preparing for the post-industrial society: Oswego’s new direction in teacher education. Presented at the Annual Meeting of the American Association of Colleges for Teacher Education, 1-19. (ERIC Document Reproduction Service No. ED 228 172)
Doll, W. E., Jr. (1984). Developing competence. In E. C. Short (Ed.), Competence: Inquiries into its meaning and acquisition in educational settings (pp.123-138). Lanham, MD: University Press of America.
Doll, W. E., Jr. (1986). Prigogine: A new sense of order, a new curriculum. Theory into Practice, 25 (1), 10-16.Doll, W. E., Jr. (1988). Curriculum beyond stability: Schn, Prigogine, Piaget. In W. F. Pinar (Ed.), Contemporary curriculum discourses (pp.114-133). Scottsdale, Arizona: Gorsuch Scarisbrick.
Doll, W. E., Jr. (1989a). Foundations for a post-modern curriculum. Journal of Curriculum Studies, 21 (3), 243-253.
Doll, W. E., Jr. (1989b). Complexity in the classroom. Educational Leadership, 47, 65-70.
Doll, W. E., Jr. (1990a). Teaching a post-modern curriculum (pp.39-47). In J. T. Sears & J. D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. New York: Teachers College Press.
Doll, W. E., Jr. (1990b). Review article－Education, modernity, and fractured meaning. Educational Theory, 40(4), 509-512.
Doll, W. E., Jr. (1991a). Post-modernism’s utopian vision. Education and Society, 9(1), 54-60.Doll, W. E., Jr. (1991b). Managing messes: An administrator’s post-modern guide. Review Journal of Philosophy and Social sciences, 16(1), 89-94.Doll, W. E., Jr. (1993a). A post-modern perspective on curriculum. New York: Teachers College Press.
Doll, W. E., Jr. (1993b). Curriculum possibilities in a “post”-future. Journal of Curriculum and Supervision, 8 (4), 277-292.
Doll, W. E., Jr. (1993c). Challenging curriculum icons: A post-modern, post-structural pramble. Unpublished Manuscript, 1-15.
Doll, W. E., Jr. (1995a). The Loyola Spirituality Conference: A journey into “otherness”. Journal of Curriculum Theorizing, 11(2), 7-11.
Doll, W. E., Jr. (1995b). Curriculum as cosmology. Unpublished Manuscript, 1-12.
Doll, W. E. Jr. (1997). The spirit of education. Unpublished Manuscript, 1-13.
Doll, W. E., Jr. (1998a). Curriculum and the concept of control. In W. F. Pinar (Ed.), Curriculum: Toward new identities (pp.295-323). New York: Garland.
Doll, W. E., Jr. (1998b). Recursions on complexity. In J. Harmon (Ed.), Complexity in the classroom (pp.115-127). New York: New York State English Council.
Doll, W. E. Jr. (1998c). Reflections on teaching: Developing the nonlinear. Unpublished manuscript, 1-20.
Doll, W. E., Jr. (1999). Conversing with “the other”. Journal of Curriculum Theorizing, Fall, 83-90.
Doll, W. E. Jr. (2000). Classroom management. In D. A. Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp.69-75). Mahwah, NJ: Lawrence Erlbaum.
Doll, W. E., Jr. (2001). Late night reflections on last week and on John Dewey. Insights, 34(1), 2.Doll, W. E., Jr. (2002a). Ghosts and the curriculum. In W. E. Doll, Jr. & N. Gough (Eds.), Curriculum visions (pp.23-70). New York: Peter Lang.
Doll, W. E. Jr. (2002b). Struggles with spirituality. In T. Oldenski & D. Carlson (Eds.), Educational yearning: The journey of the spirit and democratic education (pp.10-21). New York: Peter Lang.
Doll, W. E. Jr. (2002c). Beyond methods?: Teaching as an aesthetic and spirit-ful quest. In E. Mirochnik & D. C. Sherman, (Eds.), Passion and pedagogy (pp.127-151). New York: Peter Lang.
Doll, W. E. Jr. (2002d). Foreword. In M. J. Fleener, Curriculum dynamics: Recreating heart (pp.xi-xv). New York: Peter Lang.
Doll, W. E., Jr. (2003). Modes of thought. Paper presented at Complexity Science and Educational Research Conference. 1-10. Retrieved July 2, 2004, from http://www.complexityandeducation. ualberta.ca/Documents/CSERProceedingsPDFsPPTs/CSER_Doll.pdf
Doll, W. E. Jr. (2004a). Texas Christian University Talk: The spirit of education. Retrieved July 2, 2004, from http://www.lsu.edu/ faculty/wdoll/Papers/RTF/spirit_of_education.rtf
Doll, W. E. Jr. (2004b). What means a word? Retrieved July 2, 2004, from http://www.lsu.edu/faculty/wdoll/Papers/RTF/what_means_ a_word.rtf
Doll, W. E. Jr. (2004c). Images of curriculum: The formless. Retrieved July 2, 2004, from http://www.lsu.edu/faculty/wdoll/Papers/RTF/ images_of_curriculum.rtf
Doll, W. E. Jr. (2004d). John Dewey’s legacy to our post-modern age. Retrieved July 2, 2004, from http://www.lsu.edu/faculty/wdoll/ Papers/RTF/john_dewey_talk.rtf
Doll, W. E. Jr. (2004e). Reflections on the culture of western science. Retrieved July 2, 2004, from http://www.lsu.edu/faculty/wdoll/ Papers/RTF/reflections_on_western_science.rtf
Doll, W. E. Jr. (2004f). Preliminary thoughts on scientific theory. Retrieved October 22, 2004, from http://www.lsu.edu/faculty/ wdoll/Papers/MSWORD/thoughts_scientific_theory.doc
Doll, W. E. Jr. (2005a). The post-modern condition today. Retrieved March 21, 2005, from http://www.lsu.edu/faculty/wdoll/Papers/ MSWORD/lyotard_pmcondition.doc
Doll, W. E. Jr. (2005b). Crafting an experience. Retrieved March 21, 2005, from http://www.lsu.edu/faculty/wdoll/Papers/MSWORD/ CRAFTING_an_experience.doc
Doll, W. E. Jr. (2005c). Teaching good. Electronic document emailed from Doll (pp.1-7). Also in http://www.lsu.edu/faculty/wdoll/ Papers/MSWORD/Teaching_good.doc
Doll, W. E. Jr. (2005d). On evaluation. Retrieved July 5, 2005, from http://www.lsu.edu/faculty/wdoll/Papers/MSWORD/ON_EVALUATION.doc
Doll, W. E. Jr. (2005e). Doll thoughts on Bateson. Retrieved August 15, 2005, from http://www.lsu.edu/faculty/wdoll/Papers/MSWORD/ doll_on _bateson.doc
Doll, W. E. Jr. (2005f). Keeping knowledge alive. Journal of Educational Research and Development, 1(1), 27-42.Doll, W. E. Jr. (2005g). The culture of method. In W. E. Doll, M. J. Fleener, D. Trueit & J. St. Julien (Eds.), Chaos, complexity, curriculum, and culture: A conversation (pp.21-75). New York: Peter Lang.
Doll, W. E. Jr. & Petrina, S. (1999). The object(s) of culture: Bruno Latour and the relationship between science and culture. Paper presented at Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 434 074)
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