What do/should we teach?
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Transcript of What do/should we teach?
WHAT DO WE TEACH?
Tuğba Boz16th of December, 2011
1.) What are the functions of curriculum from a sociological perspective?2.) What do curriculum content include from an institutionalist perspective?3.) What are the elements of developing a modern curriculum content?
Introduction
EDUCATION- ALLOCATION OF PEOPLE INTO ROLES:WHAT ROLES?
Economic & Occupational
Political & Organizational
Personel & Familial
PRESERVING THE EXISTING CLASSES
It preserves the existing class, gender and ethical/ racial hierarchies.Dominant ethnic, cultural, gender forces may use the educational system to reinforce their dominance and gain advantages in educational selection.
2.) What do curriculum content include from an institutionalist perspective?
“Society can survive only if there exists amongst its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child from the beginning the essential similarities which collective life demands.” Durkheim
CultureIndividualismELECTIVES IN THE CURRICULUM
By resting on a broad culture creating & emphasizing shared knowledge and values- language/ literature/
history/ religion and arts- music classes
SOCIETAL DEVELOPMENT- THE GOALS OF IMAGINED COMMUNITIES
All are to be citizen- persons leading to a democratic society.
SOCIETAL DEVELOPMENT- THE GOALS OF MODERN COMMUNITIES
Mass educational systems are fundamentally engaged in a project of constructing individuals.
CURRICULAR CHANGE IS often better predicted by evolving models in the world society than any local pressures of function and interest. These changes go on in extremely poor countries or third world more rapidly. Innovations in STS reforms find expression in primary school books much earlier than The USA, France or Germany.
Global Level
E F F E C T O F C H A N G E O NC u r r i c u l u m C o n t e n t
National Level
District Level
DISTRICT CONCERNS
PEOPLE’S UNIVERSALIZED
RIGHTS AND RESPONSIBILITIES
INDIVIDUALISM
TRANSNATIONAL ELEMENTS
MODERNENTELLECTUALS
NATIONAL CULTURE/ CONCERNS/ NEEDS
DEVELOPING MODERN CURRICULUM
Authors summarize their points/ arguments/ observations on
contemporary school curricula based on evidence and hypothesis.
IN TURKEY
I will integrate their findings with our contemporary school curricula based
on observation and research.
SOCIAL STUDIES
Traditional national and civilizational history built around
political and military development of the state and geography of the
sacred national territory are weakened and receive less
emphasis.
VS. The substance covers both local
and international matters, in part removed from tied boundaries of time and space; there is a chapter on the Dakota- a state in US-, then on African family and community,
then on local community.
IN TURKEY
covers both local and international matters, in part
removed from tied boundaries of time and space;
…..covers both local and international matters, in part removed from tied boundaries of time and space ?? DOES IT REALLY?
SCIENCE
Students learn to think about science as related to their own
identities, activities and interests, and are less obliged to know tight
bundles of official knowledge. They learn more about
• the rain forests, • drought,
• recycling and • less about the length of the
rivers, • the types of clouds long lists of
plants etc.
IN TURKEY
They learn more about • the rain forests,
• drought, • recycling and
• less about the length of the rivers,
• the types of clouds long lists of plants
etc.
DO THEY REALLY?
LITERATURE AND LANGUAGE
The literature is no longer the sacred canon of national and
civilizational texts; any text that engages students can be used to
spread beliefs and ideas and broaden understanding.
It lets students choose among literatures of all sorts: science
fiction, romance novels reflecting feminist/ ethnic perspectives from anywhere in the world.
IN TURKEY
MATHS
There is a shift from the most traditional and
deductive structures , like geometry and
trigonometry, toward an understanding and collecting of data,
applications of statistics, computer analysis and the
like.
CIVICS
The student is to learn broader principles of human rights and responsibility, of democratic- political
structure, and of the wider international and
ecological environment.
The students learns them from a validated individual
point of view. An understanding of political system is more important than detailed knowledge
of government.
IN TURKEY
The Traditionalists: • Curriculum is on the way of being destroyed. •Students no longer learn real history/ geography, or real disciplined science or literature or artistic cultural traditions.•American students cannot find Atlanta on map or cannot properly separate sentences into grammatical units and cannot make calculations correctly and do not know what the Civil War was or was about.
ANY QUESTIONS?
THANKS FOR LISTENING
Reference: THE CONTENT OF CURRICULUM:An Institutionalist PerspectivebyElizabeth McEneaney & John Meyer