PERSPECTIVES ON FOUR PERSPECTIVES ON FOUR CURRICULUM TRADITIONSCURRICULUM TRADITIONS

William SchubertWilliam Schubert

IntroductionIntroduction

Old thought: Curriculum = TextbookOld thought: Curriculum = Textbook Pioneers in education thought Pioneers in education thought

Curriculum > TextbookCurriculum > Textbook Cur-ric-u-lum: “What is worth knowing” Cur-ric-u-lum: “What is worth knowing”

…worth experiencing, doing, being. …worth experiencing, doing, being. Origin: Chariot Race; “race course” Origin: Chariot Race; “race course” meaning “journey;” of learning, growing, meaning “journey;” of learning, growing, becoming.becoming.

Four Positions on Curriculum Four Positions on Curriculum ThoughtThought

Intellectual TraditionalistIntellectual Traditionalist Social BehavioristSocial Behaviorist ExperientalistExperientalist Critical ReconstructionistCritical Reconstructionist

Intellectual TraditionalistIntellectual Traditionalist Curriculum should be founded in the “Great Works” of all disciplines. Curriculum should be founded in the “Great Works” of all disciplines.

These stimulate humans to think deeply.These stimulate humans to think deeply. 6 Great Ideas each found in Great Works. 6 Great Ideas each found in Great Works.

-Truth-Truth

-Beauty-Beauty

-Goodness-Goodness

-Liberty-Liberty

-Equality-Equality

-Justice-Justice

Interview of the Interview of the Intellectual TraditionalistIntellectual Traditionalist

Your method seems a bit white elitist…Your method seems a bit white elitist… -Yes… -Yes… I know Western culture best.I know Western culture best.

Not everyone likes, understands, or is inspired by the great Not everyone likes, understands, or is inspired by the great works…works… -We need to -We need to find teachers who like the great works, and they will be find teachers who like the great works, and they will be responsible for making the subject “come alive” for the students responsible for making the subject “come alive” for the students to grasp a deeper meaning and spark great conversation.to grasp a deeper meaning and spark great conversation.

How do we reach students and convince parents that studying How do we reach students and convince parents that studying the great works will lead to success (jobs)? the great works will lead to success (jobs)? --Education should not be primarily vocational.Education should not be primarily vocational. -Students -Students will be able to think and appreciate more deeply and carefully.will be able to think and appreciate more deeply and carefully.

How do we judge and use the modern works?How do we judge and use the modern works? -Let -Let experts decide.experts decide.

Social BehavioristSocial Behaviorist ““puts more stock in results than appearances”puts more stock in results than appearances” ““Textbooks of today carry little more than re-digested relics of past Textbooks of today carry little more than re-digested relics of past

textbooks, and the same unquestioned curriculum passed from textbooks, and the same unquestioned curriculum passed from generation to generation.”generation to generation.”

According to Socrates, “the unexamined life is not worth living.” According to Socrates, “the unexamined life is not worth living.” Similarly, the social behaviorist states, “the unexamined curriculum Similarly, the social behaviorist states, “the unexamined curriculum is not worth offering.”is not worth offering.”

We must make curriculum relevant for TODAY’S STUDENTSWe must make curriculum relevant for TODAY’S STUDENTS BehavioristBehaviorist- Identify behaviors that help students become - Identify behaviors that help students become

successful.successful.

SocialSocial- Such behaviors taken from the systematic investigation of - Such behaviors taken from the systematic investigation of success today.success today.

Interview of the Interview of the Social BehavioristSocial Behaviorist

How do we determine what will create success?How do we determine what will create success?- Scientifically with survey methods: What do successful people do? What - Scientifically with survey methods: What do successful people do? What do they need to know to do it? do they need to know to do it? -Students then learn what successful people know. -Students then learn what successful people know.

Doesn’t this just perpetuate the status quo?Doesn’t this just perpetuate the status quo?- No. Only a small percent of people are very successful… now students - No. Only a small percent of people are very successful… now students will be pushed to be even more successful.will be pushed to be even more successful.

What image of success will be perpetuated?What image of success will be perpetuated?-Educators decide what success means.-Educators decide what success means.-Must be regional, then state, and then national, because the location -Must be regional, then state, and then national, because the location determines different meanings of success.determines different meanings of success.

What is the next step after success is defined?What is the next step after success is defined?- Curriculum Engineering… measuring the GAP ANALYSIS between what - Curriculum Engineering… measuring the GAP ANALYSIS between what students know, and what successful people know. This determines what is students know, and what successful people know. This determines what is to be taught. to be taught. -Research and technology allow these decisions to be made adequately.-Research and technology allow these decisions to be made adequately.

ExperientialistExperientialist

Sees knowledge and value as part of a Sees knowledge and value as part of a seamless fabric.seamless fabric.

““We learn best when learning springs from our We learn best when learning springs from our genuine interests and concerns.genuine interests and concerns.

John Dewey says Curriculum should be derived John Dewey says Curriculum should be derived from each learners experience, moving from from each learners experience, moving from psychological (concerns and interests of psychological (concerns and interests of learners) to logical (disciplines and the learners) to logical (disciplines and the knowledge accumulated by the human race).knowledge accumulated by the human race).

Interview of the ExperientialistInterview of the Experientialist Huh?Huh?

-Every child has daily concerns that affect their interpretation of content and their learning -Every child has daily concerns that affect their interpretation of content and their learning experience.Teacher engages the students in sharing these daily concerns and interests, experience.Teacher engages the students in sharing these daily concerns and interests, bringing students together. From here the projects flow from deeper human interests.bringing students together. From here the projects flow from deeper human interests.

If student pursues interests, how do necessary skills get covered?If student pursues interests, how do necessary skills get covered?--HowHow to learn is more important than to learn is more important than whatwhat to learn. to learn.-By pursuing in depth, the student sees connections to other bodies of knowledge. Every -By pursuing in depth, the student sees connections to other bodies of knowledge. Every topic of inquiry is potentially interdisciplinary.topic of inquiry is potentially interdisciplinary.-Integrated curriculum: Integrating the self in social context… learning to learn and -Integrated curriculum: Integrating the self in social context… learning to learn and pursuing one’s curiosity.pursuing one’s curiosity.

What research backs that up?What research backs that up?-8 year study measured academic performance, intellectual curiosity, drive, critical -8 year study measured academic performance, intellectual curiosity, drive, critical thinking, resourcefulness, time management.thinking, resourcefulness, time management.-Experientially taught students equaled or exceeded traditionally taught students in every -Experientially taught students equaled or exceeded traditionally taught students in every area but foreign language.area but foreign language.

Who are today’s experientialists?Who are today’s experientialists?-Advocates of open education, cooperative learning, and collaborative action research.-Advocates of open education, cooperative learning, and collaborative action research.

Critical ReconstructionistCritical Reconstructionist

Upset with injusticeUpset with injustice The experientialist has good principle, but is too hopeful: The experientialist has good principle, but is too hopeful:

naïve.naïve. Schools are “sorting machines” for society.Schools are “sorting machines” for society. Students accorded different opportunities depending Students accorded different opportunities depending

variables in lives or context.variables in lives or context. (Class, gender, race, ethnicity, (Class, gender, race, ethnicity, location, health, religion, etc.)location, health, religion, etc.)

HegemonyHegemony: Process whereby a society or culture : Process whereby a society or culture reproduces patterns of inequity: Schools pass along reproduces patterns of inequity: Schools pass along hierarchy of society at large.hierarchy of society at large.

Interview of the Interview of the Critical ReconstructionistCritical Reconstructionist

Explain Hegemony more concretely.Explain Hegemony more concretely.-A study researched four schools in different social class communities and found in -A study researched four schools in different social class communities and found in the “hidden curriculum”:the “hidden curriculum”:--Lower working class taughtLower working class taught: success comes from learning and following rules.: success comes from learning and following rules.--Middle class taughtMiddle class taught: Give the “right answers” (find out what authority figures want and : Give the “right answers” (find out what authority figures want and provide it)provide it)--Professional class taughtProfessional class taught: You will be rewarded for being creative, but don’t “rock the : You will be rewarded for being creative, but don’t “rock the boat.”boat.”--Ruling class taughtRuling class taught: “rock the boat,” success comes from manipulating the system.: “rock the boat,” success comes from manipulating the system.

Scary. What can be done?Scary. What can be done?ExposeExpose the hidden curriculum to allow people to resist. the hidden curriculum to allow people to resist.

Enable everyone to manipulate the system?Enable everyone to manipulate the system?-No, start smaller, students could be “crushed” by the system. Revolution happens -No, start smaller, students could be “crushed” by the system. Revolution happens slower.slower.

Then what do we do now?Then what do we do now?-I agree with the experientialist. Psychological interests of learners.-I agree with the experientialist. Psychological interests of learners.-Experience of injustice should lie at the center of the curriculum.-Experience of injustice should lie at the center of the curriculum.-Students should learn to become activists!-Students should learn to become activists!

ConclusionConclusion Intellectual TraditionalistIntellectual Traditionalist: Power of the classics.: Power of the classics. Social BehavioristsSocial Behaviorists: Call for look at what knowledge, skills, values : Call for look at what knowledge, skills, values

lead to success for each generation.lead to success for each generation. Experientialist and Critical ReconstructionistExperientialist and Critical Reconstructionist: Decry authoritarianism : Decry authoritarianism

of previous two, and allow for greater classroom participation.of previous two, and allow for greater classroom participation. Each of these views transcends textbooks to meet needs more fully.Each of these views transcends textbooks to meet needs more fully. Dewey says: Choosing a side is not the point: Remember and Dewey says: Choosing a side is not the point: Remember and

develop relevant aspects of all of these positions as possibilities for develop relevant aspects of all of these positions as possibilities for each education situation encountered.each education situation encountered.

The great curriculum task is to draw upon all traditions for insights The great curriculum task is to draw upon all traditions for insights and understandings that best fit the situations at hand.and understandings that best fit the situations at hand.

Students are far too often left out of the process that affects them.Students are far too often left out of the process that affects them.

THE ENDTHE END