Planning Goals and learning outcomes
The ideology of curriculum
1. Academic rationalism
This justification for the aims of curriculum stresses the intrinsic value of the subject matter and its role in developing learner’s intellect, humanistic, values, and rationality. Academic rationalism is sometimes is used to justify the inclusion of certain foreign languages in school curricula, here they are taught not as tool for communication but as an aspect of social studies.
Clark(1987,6) points out that in UK academic rationalism is concerned with:
• The maintenance and the transmission through education of the wisdom and culture of previous generations. This has led to the creation of two-tier system of education-one to accord the higher cultural tradition of elite, and other to cater the more concrete and lifestyles of the masses.
• The development for the elite of generalizabel intellectual capacities critical faculties.
• The Maintenance of stands through an inspectorate and external examination boards controlled by the universities
2. Social and economic efficiency
This educational philosophy emphasizes the practical needs of learners and society and the role of an educational program in producing learners who are economically productive. Social, economy and other needs of society can be identified and planned for “by task analysis, by forming objectives for each task, and by teaching skills as discrete units, (Uhmacher 193, 4). It is an ends-means approach. Curriculum development was seen as based of scientific principles, and its practitioners were “educational engineers” whose job was to discover the total range of habits, skills, abilities, forms of thought, etc.
In language teaching, this philosophy leads to an emphasis on practical and functional skills in a foreign or second language. Socioeconomic ideology stresses the economic needs of society as a justification for the teaching of English.
3. Learner-centeredness
This terms group together educational philosophers that stress the individual needs of learners, the role of individual experience and the need to develop awareness , self –reflection, critical thinking, learner strategies and other qualities and skills that are believed to be important for learner to develop. Within this tradition, reconceptualists emphasize the role of the experience in learning.
Marsh (1986, 201) points out that issue of child centered or learner centered curricula reappears every decade or so can refer to any of the following:
• Individualized teaching.
• Learning though practical operation or doing.
• Laissez faire – no organized curricula at all but based on the momentary interest of children.
• Creative self-expression by students.
• Practically oriented activities directed towards the needs of society.
• Collective terms that refers to the rejection of teaching-directed learning.
4. Social reconstruction
This curriculum perspective emphasizes the roles schools and learners can and should play addressing social justices and inequality. Curriculum development is not seen as neutral process. Schools likewise do not present equal opportunities for all (Freire 1972: Apple 1986), but reflect the general inequalities in society. Schools must engage teachers and students in an examination of important social and personal problems and seek ways to address them. This process is known as “empowerment”. Teachers must empower their students so that they can recognize unjust system of class, race or gender, challenge them.
Morris (1995,10) observers:
“The curriculum derived from this perspective focuses on developing knowledge, skills and attitudes which would create a world where people care about each other, the environment, and the distribution of wealth. Tolerance, the acceptance of diversity and peace would be encouraged. Social justification and inequality would be central issues in the curriculum”
The most persuasive and currently popular representatives of this view point are associated with the movement known as critical theory and critical pedagogy.
5. cultural pluralism
This philosophy argues that schools should prepare students to participate in several different cultures and not merely the culture of the dominant social and economic group. This means that one cultural group is not seen as the superior to others and that multiple perspectives representing the viewpoints of different cultural groups should be developed within the curriculum. Cultural pluralism seeks to redress racism, to raise self-esteem of minority groups, and to help children appreciate the viewpoints of other culture and religions (Uhmacher, 1993). In the US, the American council on the teaching of Foreign Languages (ACTFL) has recently identified three dimensions to intercultural competence in foreign language programs: the need to learn bout cultures, to compare them and to engage in intercultural exploration (Philips and Terry 1999).
STATING CURRICULUM OUTCOMES
The ideology of curriculum
1. Academic rationalism
This justification for the aims of curriculum stresses the intrinsic value of the subject matter and its role in developing learner’s intellect, humanistic, values, and rationality. Academic rationalism is sometimes is used to justify the inclusion of certain foreign languages in school curricula, here they are taught not as tool for communication but as an aspect of social studies.
Clark(1987,6) points out that in UK academic rationalism is concerned with:
• The maintenance and the transmission through education of the wisdom and culture of previous generations. This has led to the creation of two-tier system of education-one to accord the higher cultural tradition of elite, and other to cater the more concrete and lifestyles of the masses.
• The development for the elite of generalizabel intellectual capacities critical faculties.
• The Maintenance of stands through an inspectorate and external examination boards controlled by the universities
2. Social and economic efficiency
This educational philosophy emphasizes the practical needs of learners and society and the role of an educational program in producing learners who are economically productive. Social, economy and other needs of society can be identified and planned for “by task analysis, by forming objectives for each task, and by teaching skills as discrete units, (Uhmacher 193, 4). It is an ends-means approach. Curriculum development was seen as based of scientific principles, and its practitioners were “educational engineers” whose job was to discover the total range of habits, skills, abilities, forms of thought, etc.
In language teaching, this philosophy leads to an emphasis on practical and functional skills in a foreign or second language. Socioeconomic ideology stresses the economic needs of society as a justification for the teaching of English.
3. Learner-centeredness
This terms group together educational philosophers that stress the individual needs of learners, the role of individual experience and the need to develop awareness , self –reflection, critical thinking, learner strategies and other qualities and skills that are believed to be important for learner to develop. Within this tradition, reconceptualists emphasize the role of the experience in learning.
Marsh (1986, 201) points out that issue of child centered or learner centered curricula reappears every decade or so can refer to any of the following:
• Individualized teaching.
• Learning though practical operation or doing.
• Laissez faire – no organized curricula at all but based on the momentary interest of children.
• Creative self-expression by students.
• Practically oriented activities directed towards the needs of society.
• Collective terms that refers to the rejection of teaching-directed learning.
4. Social reconstruction
This curriculum perspective emphasizes the roles schools and learners can and should play addressing social justices and inequality. Curriculum development is not seen as neutral process. Schools likewise do not present equal opportunities for all (Freire 1972: Apple 1986), but reflect the general inequalities in society. Schools must engage teachers and students in an examination of important social and personal problems and seek ways to address them. This process is known as “empowerment”. Teachers must empower their students so that they can recognize unjust system of class, race or gender, challenge them.
Morris (1995,10) observers:
“The curriculum derived from this perspective focuses on developing knowledge, skills and attitudes which would create a world where people care about each other, the environment, and the distribution of wealth. Tolerance, the acceptance of diversity and peace would be encouraged. Social justification and inequality would be central issues in the curriculum”
The most persuasive and currently popular representatives of this view point are associated with the movement known as critical theory and critical pedagogy.
5. cultural pluralism
This philosophy argues that schools should prepare students to participate in several different cultures and not merely the culture of the dominant social and economic group. This means that one cultural group is not seen as the superior to others and that multiple perspectives representing the viewpoints of different cultural groups should be developed within the curriculum. Cultural pluralism seeks to redress racism, to raise self-esteem of minority groups, and to help children appreciate the viewpoints of other culture and religions (Uhmacher, 1993). In the US, the American council on the teaching of Foreign Languages (ACTFL) has recently identified three dimensions to intercultural competence in foreign language programs: the need to learn bout cultures, to compare them and to engage in intercultural exploration (Philips and Terry 1999).
STATING CURRICULUM OUTCOMES
useful...thanks for this material
BalasHapus