Curriculum Philosophies

8/13/2019 Curriculum Philosophies

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18-19.11.05 Dakmara GEORGESCU, IBE 1

CURRENT CHALLENGESIN CURRICULUM DEVELOPMENT:

CASE STUDIES AND NETWORKING

FOR CHANGE

Curriculum philosophies for the

twenty-first century: what is oldan what is new?




Isaac Asimov: the three lawsof futurology

What’s taking place now willcontinue in the future (i.e. ‘Whathappened in the past will also occur

in the future’)

Try to identify the obvious for only

few people will be able to see it

Think at consequences




Curriculum ‘philosophies’

Questioning the foundations of ourdecisions and actions

Asking the right questions

Evaluating alternatives

Coping with dilemmas

Issuing guidelines for effectivechange

Engaging in productive dialogue




What challenges?

Future sellers: ‘The second oldestprofession’ (William A. Sherden)

Asimov: ‘If I were asked to guess what

people are generally most insecure about, Iwould say it is the content of the future. Weworry about it constantly.’

Sherden: ‘…just because we cannot predictit does not mean we can ignore the future.’




What challenges? A review ofthe obvious…

Language & Identity

‘Knowledge society’

Brain research

Memory and learning

Gender

Self-management & Interpersonal

relationships Authority

School organization




Language & Identity

Newsweek (7 March 2005)

Malaysia

School-level maths and sciences taught in English (p. 50)

France Recommendation of a Commission of the ‘AcadémieFrançaise’: basic English be treated like basic maths, as

part of the mandatory core curriculum (p. 50)

Germany

German language schools no longer target English beginners,but those pursuing more expert-niches: business English, phonemanners or English for presentations (p. 59)




Language & Identity

Language, computers and massmigrations as the turbine engines ofglobalization

Bilingual education

New identities




Knowledge society

From an information society towards a ‘knowledge society’

Networks, knowledge and new

technologies

Learning communities

Life-long education

K l d i l k l d i




Knowledge society: complex knowledge ispreconditioning our success in daily life &

action




Brain researchTime (7 March 2005)

Women: ‘…have more connections between theleft and right hemispheres. They tend to usemore parts of their brains than do men for thesame task’ (p.48-49)

Men: ‘Do their thinking in more focused regions

of the brain, whether they are solving a mathproblem, reading a book or feeling a wave ofanger or sadness’ (idem)




Brain research The size of the brain does not predict

intellectual performance

Men and women perform similarly on IQtests

Men and women seem to handle emotionsquite differently

HAIER: ‘Men and women have differentbrain architectures , and we don’t knowwhat they mean’ (p. 50)




Brain research

Leonard SAX: ‘Why gender matters?’

Segregation of senses

Never underestimate the brain:

adaptation

growthevolutionmotivation




Memory and learningSTERN, 14.10.04

Different memory models:

The partitioned-brain model

The ‘whole’ brain model

Short term and long term memory

Long term memory

Declarative Non declarative

Episodic - Semantic (Procedural)




Memory and learning

Conscious and unconscious memory

The emotional context ofmemorisation and learning

Consolidating the memory/neuronal ‘charts’




Memory and learning

Memory and higher-order intellectual skills

Old tricks in new contexts: how to train our memory?

Visual aidsSearching for meaningful links

Positive routine/methods andprocedures

RimesWording




Gender Iceland: a land where girls rule in Math (Time, 7

March 2005)

Expectations matter

Germany: ‘Educationalist are worried about themen’s faith in tomorrow’s world: more and moreboys and young men leave school and achieve

only low results. Boys and young men feelunsecured, and reliable models for them aremissing…’ (Der Spiegel, No. 21/17.05.05, p. 82)




Gender

Time, 7 March 2005

Who says a woman can’t be Einstein?

Science is still a man’s world – will

today’s girls change that?




Self-management andinterpersonal relationships

Stern, 25.11.04

How to control our fears?

Sciences humaines, June 2004

How to build meaningful interpersonalrelationships?




Authority

What went wrong?

Spiegel, no. 29/18.07.05

The right of children and young todiscipline and self-structuring

(p. 137)




School organization

Spiegel, no. 29/18.07.05

Rebirth of boarding schools?

Time, 7 March 2005

All women: Smith College grads benefitfrom single-sex classes (p. 54)




Lessons for the future…

Old habits die hard – but before killingthem for good, we should revisit ourassumptions…

STERN, 25.11.04 ‘For corrections we would need like five years, while for a new learning culture wewould need at least 15…’

A new curriculum & learning culture: weneed to be sure of what this means…




Lessons for the future

Stern, 25.11.04

Lessons of the PISA study:

Poland: ‘We don’t need to learn only rough facts, whatwe really need is to understand the world’ (p. 48)

Core curriculum and freedom to choose

Comprehensive basic/compulsory education for all while

avoiding early streaming Students’ participation in the development of their

curriculum

Curriculum Philosophies

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