‘Curricom and Ail the srugue berween diverse aa ‘vere types of rormer, all of wham ae calle "Eigen alouph, Rte Ve Snap Sng oan i RGU Sr te a a ating Cunt nitrate aot pc goa bean et ht ora a te om issues raised by the film. "| Seem onaie Ten tea cs en Chapter 4 Conceptualizing Curriculum Phenomena othe point we have raised two obvious questions: What shouldbe the ‘ns etcation and what form should general ecucaton ake? Now ne ‘ise ast of noo cbvios questions that neveriless ne imporant for ‘teacher to thnk about with reer tcurcalum mates Whats aoa Se? What sors of things canbe aight and len i ning fo is the only or best way to conceptualize scurcalum? What some {lanyard curt degre el 4 cucu s made of Ins chape ove wl consider hese quests {they laminate both the instructional and the programma Soeees of thecarcam By conaptalng, we mean developing ways of thinking and talking, about something cad making cians, dering naming ar tating sigtiat features A succesful concptusoaton'a eee ‘elebleconsbaton to the endesancing cf any phenomenon aro {nple, whl the eoncepraization ofthe phenoaofhent and tego sist consisted ofthe hypothe! weghess Mud phogton tet Suppo o carry heat an cold fom one place to arth pogres wat stow in many fel of slece in wich beat pajed an inp pa ‘When hese phenomena ware canceved tere in er ote es ofmelecle research res came mee gui 1 prychology, Feu! conception ofthe personality ax having three fundamental prto—i, eg, and superegrpave ws a way to asker, ‘nds of querions an to expan cea poyholgial phenome oe coud ot have formulated there Fis conceptonano paves epee trenton forms of mental ins For many purposes erdray Inge aod commen sense provide suficientes fer thekngand ldng ne Curiulum mater: Bt, ewe sal sein ts chptes comets ease ‘pli formal conceptazations of crculum phrera a hela ‘One ofthe best examples of our concer inti caper and ld one ofthe most usefal answers to the conceptual question of at Sek i aught and leaned, was provide in the mi rent centr byte ilesphes Gilbert Rien bis aalst ofthe cone a wndge Re‘eaded to analyze and appracate art erste (On te other hand, everyone know of casts in which children ae able sommes afar hn iowa ace p nn an monet athaaheeeyneeierat i Highest re nob ee So one ian oar ame Sef anreee meee ong Heaps rsrga eer Anowing tt, but tat iis important @ diusaglee ese ‘owing and how mach what hind o arin spon og exstuaion The conceptualzaton of leaming at beieg etter ee yrs thc dt betwee fem an the cae useful pedagosial questions: Tere ae senna ut ode applications ofthis fct ail oncoloatare ‘henomena but the point here i see, theughthscarnole wise Knowledge in Use 1a Dewey and Exe i Ameren Secondo Eat Seth and Bare have provided annette sCrecptuaising Currcubim Phenomena o {seared in schoo. They were primarily concemed with how the things thot are learned i school are ued by te leaner nie. They mee ke to dscen four uses of school lesming, which they called "plete Essociaive” “applicative” and “interpretive” According to Browd, Sit and Burnet, knowledge i used replcatvely when We ae able in appropriate situations, to repent and nse what we have eared, We remember that 5» 6 = 30 when aoeded, jst ae “remember” how fo fea or wrt or eal he names and sun of masa wtrument hen sled to entity ther, Wecan replicate the knowledge ad sks wc have Jesmed. Much of our knowledge sed this way; muh ofthe teaching in schools is directly aimed 2 precing the repletion of knowl, But some tings are leaed in schoo indely, an student ome tunes us things leamed In school assay We talk to ends about ‘concert and lnk together things we lenned about composes ss tents, history, an ntsc forms in ways tat they happen to come to find and not necessarily i he wxact way they were aught o lesen in schol We aso form oherkinds of sectors in schoo Having mewn, sti or unecing teacher of asc musiay ltr lend us toate lscomfor with such ausic We louse our learning esvocaely when ‘welnk things previously learned with new ting, we might asso ‘ur knowlege of chemical reactions with some news abou anew id ‘fmedicine or connect our knowlege of Shakespeare with an episode of ATV sitcom. This is kindof conning of bis of knowlege tse sd ott repiention "Kowiedge om sso be wsed aplativelyatscaed amin for se solving «problem and nat atin answer toa gestion (eplation) ein convection with ater things (association), The applicetve woe of Knowledge s aptly demonstrated inthe work ofthe engine The eng er use special knowledge and hls in solving novel problems, Api ing Knowiege requtes seving the concion between what one os anc what one wants to achieve. eis far easier replat and asocate kore than its to app it Applicaton requires «degree of cently an flecbiity aswell ax cnsidersbeinfeligence It gore wit saying that teaching for knowledge applicability also eqs some special quale tis: How would you asa face ty fo doit? Using knowlege interpretely in one sense applying our knowl xg, ut itis using owed for understanding station adn for salving problem a answeringa question Interpreting our howedge isnot necesarlly applied specially and dicly Irs teed ano pot of departure a frm of sorting organizing and maling sens ofsoeting 1We may have ongoten may ofthe etal ofthe American Revolution, for instance, but we sil may use our general knowledge of Ht revel aginst perce oppression to understand x rbelion st nothe counsy ita: We slo ay coe knowiadge a we can eps poe eb MeCarrculum and Aims {he sonceptualization of cuicum phenomena fae tat {ve dom cn core ery highly tatonalzedandonr er sob, standing what itis posable ae at vey lig ee The txonomy f amanget Eich higher levels asoused sry tid level of the taxonomy is “application” and is similar to Broudy, Smith and Burtt’ simiaiy naged Te requires stu ts fo use some concept o principle by applying i tra new sed e Zula itation Since the ter to be applied must be remembered et fa appt must understand the new context towhihitis ing Eick application generally inwlves the eather levels of rower so (Gcptaing Crum Phenom 6 plese may be arguments, theories, or other such relate ses of ideas. An tcanpl of the we of analysis would be a Rstory students untangling foc braking down the causes ofthe Fist World War into ecm pe lta and sociological factors. An example of synthesis would ie hese deat’ puting together ase of ideas that expresses a uted posts on the causes of war in general The sch and highest level is “evaluation” It consists of objectives that «all for qualitative or quantitative judgmenis about the extent te whic, given complex entities satisfy appropriate criteria and standards of ence. In the above history example, evaluation woul! be used ion, cer student critically examined his cassmate's synthesis on te bey of breadth of explanation, plausibility, supporting evidence, ohesay o oer criteria Judgments, n the taxonoms, are the highest fora at mec Aacivity inthe cognitive domain. ‘The exonomy, along witht companions inthe affective and paycho- ‘motor domains, can be used to analyze acurticulum to determing hee tall he various levels ae represented inappropriate proportions Trewy sho be used in curriculum development, t pan for ef appropriate bel ance: n implementation, to ensure thatthe balance ia being evesreg a {he classroom and the schol and in evaluation fo develop an oppeoper ebank of tet tems, ‘Conceptuatizing the Instructional Process Looking at mowledge and theuse of knowledgeasa way of conceptualise Ingcuticulum phenomena can be very helpflin shedding ight crepe for thinking about whats taught and what knowledge is Butin sway a 5 consideration of only the static elements in curdeulum Tie eee ‘sof stent iteration with curriculum and instruction aver tng have «lso received the attention of theorists and are worthwhile for tach think about Afterall things happen to students over tae in this may Years of schooling. They move through the cusculumn with vasious wo, on i temporal and dynamic process, How ean we conceptusiice thet process? Aled North Whitehead tried to do just that with his conception of the shyt of education Whitehead! chastised the schools or aching students in a way that produced “inet knowledge": knowledge tharcoee ‘nected or reacted with nothing in their lives and had ile mean fr° Curicutom a Ail them. He argued tht knowledge had to be meaningfully introduced and ‘oroughly learned and reflected on by student, rather then collected i “encyclopedic fashion His conception ofthe shythm of educator cay te read asa cometive to such an encyclopedic view of educating and oe be applied tothe tesching of subject awit, or «lesson, anon tothe clementary, secondary and postsecondary aticulation of education wnt lore. bead used to characterize the rhythm of education. He believe that one shold begin an engagement with any subject ina romantic way fing ‘ictement in ts presence, being abused by ts atractvenes and enjye ing its company, Thus, or instae, children shou be iteodced fo hg, {ary or scence not by lessons, but by being given exciting ste of pst events or fascinating unraveling of nature's ways The subject then cones alive, is real and is stimulating othe student ard worth te effrs of tsblshing a relationship with aver time. Getting to know the subject ber ferand studying it in detail is what te stage of precision i all abot. Ps omantc interest remains and becomes the driving fore of elf dacpline required forthe hard work of studying the subject in dead. As more and ‘more ofthe parts ofthe subject are mastered the stage is et or 8 perspective on the whole and generalization becanses possible Some ot the same kind of excitement and joy asin the romantic sage i foul ot ‘he activity of generalization. Iti feling a closeness fo the subject because you now know itand understand itso well Mastery of deta slows for ‘comprehension of the whole “These figurative ways of talking about the educational process and an ‘ndvidual’ genuine enjoyment of it wil speak to anyone who has ever ‘come relly t0 appreciate and understand some subject, bei history or arcing, scence or baseball, literature, cooking, or computing, White head sees the need for the chythmleeyceof romance, precision nd pe exalization to repeat itself throughout the educational proces A lessee or ‘mit (rbot) should begin with romantic engagement withthe opie ace at the precision necessary to understand the lope, and result a le, standing ofthe general relationships within it One could even view the ‘whole ofthe formal educational process in these terms, Elementary school 1s the sage of romance; secondary scholing precision and college md university study, generalization ‘Whichead’s conceptualization of the educational process speaks nc {er fo what subjects shouldbe taught nor to what knowledges but forces ‘consideration of instruction and curriculum asitaffcs the stedont Joke Dewey in bis short work The Child andthe Currcutm, slag teed % pro. Yise # useful eoneeptualization ofthis relationship? He began by pong ‘0 the tensions betwen tational and progressive eclucato: the frie, the importance oftadiona sujet mater andthe ster making, the suse interest and needs more cera, Which s more important the eld or the curculum? Dewey wily anawers, bat The ear In conta radional knowledge bat ov acy must eno rm he are an io hinge fn the aching eaming proces, The palo educating i toring tel into menngfl contact with mdonal inowledge while honoring the Irn ow etoecmpte Dewey toed the analogy ofan explorer anda sap, a we sw eal, socom histone tat or Dewey te epee te Ss eon unnawn terry le acer waterway oni and en and rack ah wonder heme re my He ae fener and tit Stange peoples with stange costs soxnetines beter i and sometimes hres im, The oumey en and be pro- dices a map of the teary he has tavern. Deserts, mount, w= fray sn artes ef bal ere real ln tee proper pace. They i line and words on 2 two-dimensional surface. The chess of the ‘pores experiance na ete. * "iow oc, Dewey wondered do we ie ilo “nape vod fhe experiences tat went in the mapaling? Map are seal waters, cl courss bat wha god oktenng the ap of terry you vl rover trvein? isthe taveling the experience, thts meaning and makes {ovlege mearngflints se its cation Fach chil canbe ie he tploe centing his or her own meaning ape of experienc in ome ssDjctnater ats, bu according o Dewey, thom expences eed be Carfally planned a defly gutted by te teacher who aeagy Knows theterory. , Devry es ithe terms “logical” and “psychological” to conceptual ize pec cf eubet ater with regard ote ener and lamer The log appt of subject mate itsorgaizatin an form like the map the prod of exploration and inguty ina field ete astra, cota: ing generalizations and marking rationshis, Te logical form objet tle alo conaie and categatizes specie information about the fad “The teacher trying olen the stint o some grasp oF he logical tis lke Whitehea’s stage of generalization “The paychologcl aspect of subject matter ithe eames experiencing cua spores and tg ge sg wry, geting fing for he testy, and teaching pots where ings flint plae an pecs of the map canbe drawn, Dewey believed thatit is erential for sens tohave rich experience ofthe subject aie He therefore dec the acher who sin fometsion ofthe lp! geen thn to payclogie to provide an erironment forthe are at vl cal ouf meaning experiences of key aspects of te ete mater aedunderstand in adatom “the foundation rs any subject may beta soya) any age in ne form Trek to eae ea PRE Bruner scan dt all objec have bese ae Sy ae incl, indamena eas and ieee ae tery of the sts of ny fel then ae ‘pplicative, Poychologized, discovered, Conceptuatzing Curriculum Phenamens * “mapped,” and structured. Some progressives have taken ales radition- alview of what shouldbe taught and learned we think of what the majority of people need to know to get on in the everyday adult word it hardly seems tobe history orator chp. iss or chemistry or mastery of any ofthe traditional subjects, they It Seems tobe such things as being able to get along with cers, eran equred tasks at work and at home, stay healihy, solve proslene seat eioy leisure, Moreover, if its the students experience tat scree ws determining whether learning takes place in a good way and seule i Something meaningful then why not conceive of the tl ofthe cure tum not as subjects but asthe experiences themselves? Ths would focus attention not onthe structure of knowledge, bt on thestuctare of eal, ties of worthoohile learning experiences tha Would be use in ie ns ‘precisely what Wiliam Heard Klpatick tried to dowith hiselaboration ofthe project method, “The Project Method” was an article in the Teachers Calle Recon, writ tenby Kilpatrick n 918 to describe his theory of teaching curicauny which embodied the spit and principles ofthe early-twentietecenty progressive education movement He characterized the projet metho ‘one that combined thre elements—wholeheaied activity Irs of lear ing, ond ethical conduet—with his basi idea thot “educaon fe Te sought a way to replace traditional teaching methods, which forced lame ing, witha method in which eaming was achieved without compulsion In daily life, he argued we learn from the activities we engage a rors vith a purpose: He believed that Uns form of learingrby living” set “acting with a purpose” shouldbe brought into the schoo, das aking ‘choo and its curicalum nota preparation for life bu an actual pant living end life set The means for doing ths was the “projactmthoc.= “To highligh the diferences between the project methed an tition: al teaching methods, Kilpatrick used the example of two boys making & kate one engaged ina senate wholehented, purposefal activity set the other under diect compulsion to product s replies of a model kite ‘The physical result ofboth activites isthe sume kiteut what hap. ens, whats experienced, and whats leamed in the proces by each die ‘markedly. The first hoy eagerly pursues his single goal, wsing his own end. lvviw a lyable ite to guide his decisions and check his work slong the way. The finshed and flying kite supplies satisfaction and the only Sane ‘dard neeed to judge the sucess of the enterprise. The second boy hat as ‘were, two purposes to make akte and to meet the demands se sae, dards of the teacher. The joy of malin a yale kite often is submerged under the fear of not mecting the teacher's expectations. His kite may ly, but he may be downgraded for not eying the string with the “correct” knotwig oo mach paste onthe paper or ome such thing The ist takes pride i his cholate, eye tikang and Sorting Sin through and sees out new projets odo and to eam fro The sees schoo as providing set of aks tbe perform uder ore at for he own sake or vale. He de nel eng der the contin stress of posi beng wrong ithe lata \tisnotpriarlyforhimel athe does but rots Fes ee, ‘he curdculum ithe expenenc, othe subject nan The rol ofthe echo when using the projet met, st ude and elp the stadents through the or phases of ir purpose Sp Posing, planing executing an udgng” while swede coo eopect the rights of others. Such etal concerns grow out ofthe situation at hand and ae neither sets of ules to Be lnmeed by rotenor transgressions tobe judged and punished by the teacher Thee, forKilparck, the project method was a persona, social otal ood dn, ‘etic vehicle for learning and for building character which he 10 to ‘be the most important fal educational ae Program Conceptualization K's project method Suggests a curiculum program, not of subject but of selnitated neal spontaneous group projects. IF wil be useful, though to site {ves in this section and focus on programmatic conceptions to how te Importance ofthis way of thinking about the cursculuoe “How should we think about the curiculum asa programmatic whole? (Qne way, ofcourse sequentially and interrelate Certain tinge ren {obe prereuisies for others and problems of Balance and adequsey need ‘Camcepructzong Curcutumn Yhenoment ea (One ofthe mos comprehensive conceptions of the crew er pt forward was Dewey ew fhe culm se ht, eae hy and scenes” Ati ght sum tara theesbjer curso ‘erat but we al se that hint case Dewey seh lncerned wih the fagmetstion of te cuiclum iv discs onmected subjects He beewed tht the curratum dul ee te tereatdnes of krerege st waed by umn being to under fd solve problems inthe ord Th ae slay ah ona the word for instance, Only in sco! math a isolated st poblns Inthe worl, thee sre ccnomie ergnceing and eresay shaping and cooking problems that ese math amor other hg forte len ForDewes knowledges anintnament tana tor, tote dapnyToblp we har kno edge mesmo ea, ‘et detached and fragmented Dewey pel ht educator slo ‘eve ofthe cricclum progeam slong the ve comprehensive diner Sins of space, ie, end der geopey, istry ocence, Human bela exit inspae onthe Eth sein th nee Every thing we have comet know abot the Eh andthe Spe wes sography for Dewey Th ene tha subjects nach sonny ad Scetnopraphy as wel as phys and chet ae sane and ined st heping us understand nature and solve probleme i our human spa {ial dimension. The tempera dimension psn al ef ine nd Nuns story for Dewey: aliwe know abot ourelvs suman hugh tne tot only by mean for history baz toughsuch sacs ogra, Balog, sexology. erature, a peychology, and phsophy Time ad Space re the tobi cimensafe ofthe avers ana of Dewey’s oe crpion ofthe caren The weld frat nthe word of human clue are the aes for these to base dersions fo Ives, What then af scenes Dee, ‘fs crculam? The cones sem at hein is coneptiatin oF ‘rogrphy as nature But sence for Dewey it scence theory Sects the highs evel of onanzaton tht any sajct mate oe ‘chive tis out best calletiv onringofknowiae in ry jenn fier the spat o he temporal dimesion The tos of tests af science in Deweyscompothensive progam view of currealoey {he pins tothe el orm and purpose hs carclum to pata iat is kaown out everything int most econo orm a the apes of thelener One Way of concptairng a curcshim prog, therefore 10 sce itas highly legratod and arcades he coe curly ek disciplinary stu, and general education progam oe le the Ssepronch Poul Hint Bish phlsopher of elvan approaches ieEach has its own network of realm of experience, and ‘experience es well as hav pe eatin marae se ate each has ways of, standards for ju fon ofa call into, lations, processes, ing of ita set of etal La an hr ‘means to predict and control nat 7 3 provide sw ture if only we can mater aa ‘Comceptatzong Carica Prenomene » Alimites set of samples of this kind of programmatic criclam concepuaizaton is avaiable inthe cuscuunt msteraledevcloped od sed inthe schools today. Think of some curiun program ates rae fami with a ty to denty the porate onceptaon, ton that underesit Beune’s Man A Cause of Stay acon provides a classic example of programenaticcrsiclum concptalzaton Tt wa 8 sol sees course designed for upper elementary grades popular inte United sistas an Geet Btn in he 197s aos ean exapl aaa cuclon wit concepts being revisited in increasingly complex ways: doses replicate the tana socal scence comnertmentlzavon of steieg ‘fiman. There i no textbook There ae side, games, serie and Poems tat provide studerts with materials to engage tem in houpat sd inguiy ino human nature and human socal Geavion Mater on animal behavos provide stents with ways to cetrat and ome oa Species withaters waco presenta cain ior the ie ht oe, ingthings, staring with asta ofthe ae ee of te timon aa rng {mor complex fe foams Frirstanc, shows tha parental eae of Yourgisnot essential othe survivalof he species Dus animals hah Ssherring gulls and baboons do provide such care do hums, anit does ee esental fr them. Moreover, a stay of baboon sows core plecsoil behavior not ony regarding cul earngbut lo with espe {0 providing food, developing interpersonal lateship, terstnlity sggresion ands forth Leaning aout ane sing distant cular, he Neti Ekin, sa epesetative Hema sect stents attempt to discern those appt oman nate a ciel bobs tet Seem rivers rom thos at seen tare Beaute fence et culture. The whole course dred toward allowing students todioae, erhow humans are disncive fom and what we she wih ates tng creates, Ths conceptualizaton of sal tudes suggests an uses ‘very diferent cutcuum fom the treionl ene Mecon woes oh mot controversial curcalum projets to emerge trom eons to soe Curiculum in the United States nthe post Spee Perhaps the most radel concepustaation ofthe curiam from a programmatic pont of view was Kila’ and provides tg ‘ay to end this chapter by challenging your thinking. As we have secs in our discussion ofthe projec methedKilptik tw perpen Sie experiences to be the exert of the cure Bat Re Nelencd {hat purpoes had to come genuinely rom te students hemelves vat shoal ot be arifcaly provided by teachers Therefore, Kipatis soned, here should be no pest cutriclum The curicalune sul be zeae on the spot, cut ofthe needs and purposes ofthe stadents= What do you think? Would such scurcat be consent with the other iegnar arom sade ny splgns 9 una Ye OE aM HH amo Jo gO [ea aK ous solgns RAPE saan Suse Sil ean ees {yBiu nok ‘oxpeayw se wim cd Bupjey wunnouiny Jo s901n0 su) peoe © wan 0 i a gro} 380 Se Buryew winynswuin5 JO} SaInpsd0lq sg nee sueenpe uses Buy mau ty eee groan sade ¥ pra amon mayo pursenecg eer Srosdund ous myo uoneees Zr paar sieype aay 2961s pL ae oy wee ans a sans oso umouse apa eonaaieeG PON Moo smmakowy a Suan unpesany po ume ee ‘Suosoulsetyouna to cy dojagp pe ee Hou nang pany haitoudprsEpe Neem