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Curriculum
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===Progressivist views=== On the other hand, to a progressivist, a listing of school subjects, syllabi, courses of study, and lists of courses of specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on [[John Dewey]]'s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curricula as "all experiences children have under the guidance of teachers." This definition is shared by Smith, Stanley, and Shores when they defined curriculum as "a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting." Curriculum as a process is when a teacher enters a particular schooling and situation with the ability to think critically, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter.<ref name="smithmk"/> Guided by these, they encourage conversations between, and with, people in the situation out of which may come a course of thinking and action.<ref name="smithmk"/> Plus, the teacher continually evaluates the process and what they can see of outcomes.<ref name="smithmk"/> Marsh and Willis view curricula as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students."<ref>Bilbao, Purita P., Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. (2008). Curriculum Development. Quezon City: Lorimar Publishing, Inc.</ref> Any definition of curriculum, if it is to be practically effective and productive, must offer much more than a statement about knowledge-content or merely the subjects which schooling is to teach, transmit, or deliver.{{sfn|Kelly|2009}} Some would argue of the course that the values implicit in the arrangements made by schools for their pupils are quite clearly in the consciousness of teachers and planners, again especially when the planners are politicians, and are equally clearly accepted by them as part of what pupils should learn in school, even if they are not overtly recognized by the pupils themselves.{{sfn|Kelly|2009}} In other words, those who design curricula deliberately plan the schools' "expressive culture". If this is the case, then, the curriculum is 'hidden' only to or from the pupils, and the values to be learned clearly from a part of what is planned for pupils. They must, therefore, be accepted as fully a part of the curriculum, and especially as an important focus because questions must be asked concerning the legitimacy of such practices.{{sfn|Kelly|2009}} Currently, a [[spiral curriculum]] is promoted as allowing students to revisit a subject matter's content at the different levels of development of the subject matter being studied. The [[constructivist teaching methods|constructivist]] approach proposes that children learn best via pro-active engagement with the educational environment, as in learning through discovery.
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