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    5 views39 pages

    Chapter 1

    Uploaded by

    Yefry Santiago

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 39
    THE MEANING OF CURRICULUM ‘Chapter One Sr eaeeitinactr are ee fl ‘Once the curnieul am i So etanadin ates etaeld Benjamin wrote si sane cura Sipatbe sn HUBS puued to eset fish-grabbing, tig SR as wee ee geopc era : ing. When glacial drift nike conctionssa ted the plot cca ca pad pe ie unpre scaling ae 2 pera te mor and cheumaans ie ne recast date We znnot at give up he fin fe tang ely, SP PROPHL Ss acim ea ee ~ this viewpol ‘stabished in pale 1 Ht has been sald that the cst thin or relative to the educa seorker oF administrative ipsa catalog ot cOm= direction of the ‘What is the curriculum of a schoo! this question depends on where one s\an¢5 7 item or hierarchy, The underinformes ‘cacticulum systert Of charge of curiculum development "0 fendium of the experiences Puls should have under the ed, weitten subject matt Penpol.” Usually this means preplanns er content that ns JreE Tgssroom teacher, the CUMS often a the Sc hat the schoo] author government, oF someone State group outside the cass aes reine to teach. The YOUN, or some sro anay putt more SBT te wpm to Tern to please te teacherso1 an ny Put go tace other tears and the Gisagreeable fe they make for me.” Most literate adults outs Nee ota of te ete SP ee authon orbelce soo ‘meaning o disparate people's ‘peliefs actually are. “To ditesent Pe oy js taught mat hers-matesats OCR apes or aa it ‘Few peoptein the Uni States think the re riculamTisa document iatibuted and mandated PY gov" Statiaent, state or federal) ‘other people believe they can offer more sophisticated definitions. TO some, the curt “Fecumulated tradition i organized Knowle found in cht te ers, consists of MONE of tink mand inquiring about we worid. To stl others ise sents something pervasiveand enduring: the: whe se who have wanted tO routinize educat the following to delimit the ‘meaning of ide theschoot environment hin oy know what eally is. Ar. ingormal poly {conducted ne word cucu reveals BN ple, the curricula fe Chapter One/Hsorca an Pitosophical Foundations of Curcun Decision Making 15 _toustain, nang Ne ey. the sen a eg esr sea aciuanad or eitren an youth tay, thee 3 Sone tera Smoke AN er ear somermes te ost memorable one heir PLS NEE scaly ner aes and they ovis school carers Te riya eof the sh rer) ho Color Ten a ch reponse for bo he oval and saininteator the Un gates pupae hiner er schoo Informal experi rer expeenes of the aur’ yeas a a ele I mee ed a norma eon pe an oh mea Se ine empertre nove as anos 7 ogy. On a morning pu tone on ete ag dig om Tague feel to the fst ‘Of the school building. Why the er eoutd not remove bis tongue youngster cou roves, anu how the tongue had been veces Peas S09, aaa all previously unplanned, in cassooms throughout the school building. The Search for a Workable Definition. (Chapter One/tistrical and Prtosophicat Foundations of Curicutum b ‘rium Decision Making 7 privileged was heavy in intellectual 5 in intellectual studies, Practieal an: which were said to “educate the senses,” va eomaieetne eRe traning the servant las and eeraing young faces nba of el sex, could not then realistically aspire to leadershi MAtori ot ie ate Glasses obtained thelr bale edation n a dame shoal schol ar cy and writing) and thelr secondary education in the Latin gemma seo (New England stun that had ts ounterpr i the ote a lere, Latin, Greek, the catechism, the Bible, anc prlavree che cr Hee ible, and arithmetic were the chit Evident Need for Change During the mid-eighteenth century, political, economic, and social changes ‘were occurring rapidly enough to bring about at east a minor transformation OF the curriculum, Commerce and trade were increasing, and students had not been prepared to engage in them, People were moving away ftom their org: pal settlements, pioneer life on the frontier was beginning, urban growth was flourishing, and feligion was becoming a less powerful force in society. The et tational system responded by establishing district schools instead of town {Sool by combining reading and writing schools into a nev unit called "the Schecl of the three Rs,” and by establishing English grammar schools and saagemies to replace the inflexible Latin grammar school, Meanwhile, pivats aaasemvjere teaching vocational subjects such as navigation, survey ng, 04 resrtcoping, Franklin's Academy developed a new concept of scNoo Ti, Oe Ni ist of subjects to include modem foreign languages tending the tradition: tending wht scence, the content of which was deemed useful in lucang itened men of affairs. Mahine post Revell ‘brought several developments thet influ “American schools. The Ordinance of 1785 \dasp 5. The movement t mala. 6. The movem moe ‘Some of the events that hi ol Schools and School Programs ‘ ami ‘ype of schooling ie yp ble sho Hinde establishment of high schools at public eee ; te rangi schol Wat Aged U1 ag shoo peel foe athe se ange TE sor at appeegtion, ial ae! eae J. 8 Herbart’s formulated in five steps (preparation, Comparison and abstraction, generaliza cetmy, encouraged correlation of subject ™ Gilly in elementary schools #1895, the Committee of Ten on Secon Studies said that all subjects taught © equal periods of time had equal ‘eslucational val

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