Entry 5: Curriculum Ideologies/Phenomenon

 

  • What are the main themes across the readings?
    • Institutionalized Text of Curriculum
    • Curriculum Processes (Policy, Teachers, Students)
    • Curriculum Ideologies: Religious Orthodoxy, Rational Humanism, Progressivism, Critical Theory, Reconconceptulism, Cognitive Pluralism 
    • Hidden Curriculums
    • Various Ideologies
  • How do these readings expose the structure and history of curriculum and ideas regarding how to rethink it?
    • Conceptualization is an extremely valuable contribution to understanding any phenomenon.
    • Contextualizing is ways of thinking, explaining, and noting details. 
    • Conceptualizing allows us to distinguish between fact and skill knowledge and as useful questions.
    • teaching content...knowing how and knowing that
    • Four uses of school learning:
      • replicative: repeat/remember what was learned (most teaching and learning used this way)
      • associative: linking knowledge or experiences 
      • applicative: used in problem solving (ex. engineer), requires creativity and flexibility
      • interpretive: using knowledge for understanding a situation, sense making
    • ...in one sense interpretive knowledge helps us make sense of the world.
    • Blooms Cognitive Domains: (and RBT)
      • knowledge/remember
      • comprehension/understand
      • apply
      • analyze
      • synthesis/evaluate 
      • evaluate/ create
    • -can be used to analyze curriculum, curriculum developments, balance, testing
    • Whitehead: The rhythm of education
    • inert knowledge: knowledge that has nothing to do with lives of students
  • What do the readings reveal about the role that politics, identity, power, and place play in the design and selection of curriculum? 
    • Not much has changed
    • Whitehead's conceptualization of the educational process forces C&I as it affects students:
      • stage of romance: Elem
      • precision: Middle/High
      • generalization: College
    • Dewey:
      • logical: organization of learning
      • psychological: experience of learning
      • Both curriculum(traditional) and student interests (progressive) are important
      • curriculum should be seen in relation to the student
      • students are explorers and learning should be meaningful
      • Dewey believed in integrated curriculum not silo curriculum
    • Bruner believed that curriculum and teaching g should be organized to provide students with what they need to discover about a subject on their own. 
    • maps of structure get more elaborate and richer as students grow and learn
    • "spiral curriculum": cyclic returning to a subject and working out its structure overtime with increased comprehension
    • like Whiteheads stage of generalization and Dewey's logical form of subject matter
    • Kilpatrick (1918): focus on project method
      • progressive education
      • learning not focused on structure of knowledge, but on qualities of learning experiences that would be useful in life
      • purposeful education
      • kite example
      • curriculum is the experience, not the subject matter
      • teacher guides four phases of purposeful acts: purposing, planning, executing, and judging
    • Ways to conceptualize curriculum: interdisciplinary curriculum
    • Hirst believes education is to develop the mind through math, physical science, knowledge of persons, literature and fine arts, morals, religion and philosophy
      • curriculum should provide students with initiation into the various ways of knowing each from of knowledge
      • he has helped determine what a subject is. 
      • Subjects have their own concepts theories methodologies and standards of judgment
      • Kirlpatrick stated that curriculum should be based on students needs and purposes and that there should be no curriculum otherwise

Understanding Curriculum as Institutionalized Text Presentation Link:


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