What exactly is curriculum? There are so many definitions, perceptions, beliefs, and historical explanations on curriculum, but how did it start? where did it come from? This paper will provide information on an array of intellectual knowledge concerning the history of curriculum, such as, what curriculum is and how it started, a few of the important education philosophers who had a great effect on the development of curriculum, the relationship history of culture and curriculum, and curriculum auditing.
The definition and research of curriculum have been interpreted differently. According to John Kerr (1983), curriculum is, ‘All the learning whish is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school (curriculum theory and practice, 2000)’. Curriculum was first discovered in Greece. It was also, originally used as a course, or in other words, a racing chariot and in Latin, it meant ‘currere’, to run, ( curriculum theory and practice, 2000).
‘Authentic education must go beyond the uplift of children to promote an understanding of the world’(Kridel, 1918). Although there were many philosophers and educational leaders who had an important impact on the growth and development of curriculum, sadly, there was time when curriculum was not doing so well. One of those scholars was a man by the name of George S. Counts. Counts, was a student who graduated from the University of Chicago and, eventually, became a professor at Columbia University (Watkins, 1918). Concerning education and curriculum, he was very expressive in his thoughts, and described many strict points on the poorness of the school system at the time (Watkins, 1918). Extremely interested in impacting edu...
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...sed, in the school building or out of the school building (curriculum theory and practice, 2000). George S. Counts’s (Watkins, 1918), passion caused him to critique the poorness of education, and curriculum through his book called ,“Dare the school Build a New Social Order?” John Franklin Bobbitt, was one of many, who impacted curriculum studies through the publishing of the first book on curriculum in America, entitled “The Curriculum” (Wikipedia, 1918). The consideration of culture upgraded the meaning of curriculum, and made it better accessible for the society. Lastly, auditing reassured that the curriculum would be effective, clear, and full of good quality work (Kridel, 1918). The history of curriculum, involved many people, much feedback, and more progress than ever, however, it has become a great tool for management and continues to evolve today.
E.D. Hirsch and John Dewey present two defined approaches to curriculum and pedagogy. In this essay, I will critically compare these two educational approaches by examining the strengths and weaknesses of Dewey’s applied learning curriculum and Hirsh’s core knowledge curriculum. I will also evaluate Hirsh’s more traditional, teacher-centred pedagogy in relation to Dewey’s more hands on approach to education. It will be shown that Dewey’s ideas are more educationally and socially valuable because they aim to enable collaboration, communal inquiry and coordination of interests. I will begin by explaining and critically evaluating Hirsch’s ideas, before explaining and defending Dewey’s alternative ideas.
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that. The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
Sitwe, M. B. (2010, October 29). Mkandawire Benson Sitwe (2010). How theories of learning influence curriculum specialists during the development Stages of the curriculum | sitwe. sitwe. Retrieved November 19, 2013, from http://sitwe.wordpress.com/2010/10/29/mkandawire-benson-sitwe-2010-how-theories-of-learning-influence-curriculum-specialists-during-the-development-stages-of-the-curriculum/
The National Curriculum seems to pursue the route of a “… shared and authentic ‘national’ body of accepted knowledge and standards.” (Walkup, 2011). This appears to tell us that, with the National Curriculum, we are brought together, and taught the same subjects, and have similar attainment targets; however once difference that can also come out of this, is the level and standards at which it is taught, this is because different teachers will have different ideas as to how it should be taught.
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
The research was to evaluate the adoption of curriculum by educators both formal and non-formal; including which ...
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
Posner, G. (1998) ‘Models of curriculum planning’. In Beyer, L. and Apple, M. (eds) The Curriculum. Problems, Politics and Possibilities (2nd edn). New York: State University of New York Press.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Daniel, T, & T. Laurel. (2006). Curriculum Development: Theory Into Practice. Upper Saddle River, New Jersey: Prentice Hall.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Curriculum development is the first step used by a teacher to help them develop engaging lessons. One of the most useful tools to help develop curriculum is backwards design. Backward design helps to maintain a clear focus as to where the lesson leads (Marzano, 2010). Developing a clear and concise lesson not only helps the teacher; it helps the students as well.