Curriculum Ideologies

Scholar Academic

Social Efficiency

Shared Knowledge

Programmed Curriculum

Training for an adult life based on "performances" of particular observable tasks and experiences.

Evaluation

Acculturation

Curriculum grounded in the Academic Discipline

Analogy

Thriving in the modern world

Culturally Literate

Good Citizenship

Specific to knowledge held at colleges & universities

Shared attitudes & conventions

Knowledge, attitudes, and assumptions of academic disciplines form the basis for school curriculum.

Mathematics

History

Physics

Sputnik 1957

"New Math"

"If/Then" thinking

UICSM & SMSG

MACOS

Set Theory

associative, distributive, commutative principles in elementary math

Grades 5-6 Social Studies Curriculum revitilazation

anthropology, ethnography, psychology

Funded by NSF 1963-1970

Curriculum booklets & teacher training

Education shift into science & mathematics focus

"draw upon the analyses of the nature of knowledge"

Curriculum concerns OUTSIDE of the discipline are deemed unimportant and excluded

Intellect and direct pursuit of knowledge

Curriculum as a direct reflection of discipline

Search for Knowledge

Dissemination of knowlege

Intellectual hierarchy

Disciplines are not static and constantly changing

Preserve the existence of the discipline by indoctrinating new members of the discipline

The child is less important than curriculum content.

Child deemed "incomplete" and a neophyte of the discipline.

Teacher deemed as a mediator or transmitter between curriculum and student.

The school is a factory, the child is the raw material, the adult is the finished product. The teacher is the factory worker and the curriculum is the processing that the "raw material" must undergo in order to become the "finished product.

People are seen as members of society first, and individuals second.

"How do we determine if objectives are being attained?"

Curriculum as a carefully sequenced set of learning experiences.

Sequenced to lead learner from incompetence to competence

Behavioral Engineering

Determine objective's sequence.

Create experiences that the learner will encounter while moving through the curriculum.

Curriculum Purpose - what learners should acquire

Organizing the learner's experience.

5 Tasks

Evaluative measures

Purpose defined by "client" i.e. Society, parents, teachers, businesses

Stimulus-Response that leads learner from incompetence to competence

Learning experiences must correspond to to clearly specified behavioral objectives.

The creation of a linear sequence of experiences that parallel the sequence of behavioral objectives.

A method of assessing if the learner acquired the desired behavior from the learning objective.

Gives immediate feedback, determines if learner will proceed to next objective or needs additional work, monitors learner and teacher, determines effectiveness of program.

The Objective

Curriculum workers/teachers must determine what finished product society wants, and how to efficiently make that product.

The goal of education is the perpetuation of society and to allow the adult to have a meaningful life within the bounds of society.

Learner Centered

Social Reconstruction

Observations

Societal Problems to be addressed:

The Ideal School

Hands on learning

Conflicts

Social Perspective Focus

Learner Centered

Action

What is the child interested in?

Field trips, project based curriculum based on students goals.

The orientation of the school is focused around the child. The needs and interests of the student are the focus rather than specific school subjects.

Direction from adults can be missing or undervalued in student led curriculum.

What do we do with the standards?

Is learner centered curriculum a backlash on government based standards?

Goals

Focus is on the present moment of the child's needs - NOT in a predetermined future or roadmap to a career aspiration.

Daily work is deemed "enough"

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Students are deemed to learn more when they are engaged in work or play

Curriculum is NOT designed to lead the student through particular set stages of growth. Curricula should enrich the students growth through a particular developmental stage.

The assumption is that society is unhealthy and needs to be fixed.

Something MUST be done to save society.

Racism, poverty, war, sexism, pollution, climate change, corporate greed, crime, political corruption, healthcare, unemployment, etc.

Unless solved, these problems threaten the survival of society.

Curriculum allows students to experience, analyze, and discuss various social situations with a focus on how they can improve the world and how they take action.

Students choose projects that are based on social issues that are important to them

Daily Lessons

Curriculum incorporates valid examples of everyday issues including everything from healthy eating habits, empathy, consumerism, and global awareness.

Good Society

A good society must be designed and created "by the hand and brain of man"

New Society by Design

A vision of a new and better society that is free from the existing problems motivates the transformation into the "new" society.

Good Guys, Bad Guys, and the Masses

Bad guys control the Masses, Good Guys are not in power.

Education's Role

To prepare people to transform society.