Education and Dictionary Defines Curriculum
School Curriculum in my words today
December 18, 2012
Curriculum plays a crucial role in today’s society, and no community can afford to exist safely without it. Merriam Webster’s dictionary defines curriculum as, “The subjects comprising a course of study”. Such a simple definition appears straight forward enough; however, as has been indicated before by seemingly simple definitions, a world of meaning belies the few words that comprise them. For instance, when one considers what topics that a student will necessarily be greeted with during the course of their studies, the first matter of discourse instantly shifts to what type of information the student will be presented with. Secondary to the actual instruction of knowledge (i.e. teaching), the information which is used to facilitate such a process is the second most important determinant on the extent and scope to which education will indeed take place.
In this way, designing a curriculum necessarily involves the attention and participation of several key participants. Although it is rarely the determination of the end educator as to the precise means by which he/she will attempt to engage the students and effect the determined end, the educator has no small part in engaging with the other shareholders within this process and voicing his/her concerns/beliefs/desires with reference to seeking to provide a better and more fully nuanced vehicle for the impartation of knowledge to the student (Hinde 2005).
With regards to how this student approaches the issue of curriculum, this can be understood as a function of two distinct responses. Firstly, the curriculum that I am faced within my own institution is something that is outside of my control and something that has been predetermined by shareholders to impart the very best level of education and knowledge onto me the student. In much the same way, it is my eventual intent to seek to have at least some stake in this process as I complete my degree
December 18, 2012
Curriculum plays a crucial role in today’s society, and no community can afford to exist safely without it. Merriam Webster’s dictionary defines curriculum as, “The subjects comprising a course of study”. Such a simple definition appears straight forward enough; however, as has been indicated before by seemingly simple definitions, a world of meaning belies the few words that comprise them. For instance, when one considers what topics that a student will necessarily be greeted with during the course of their studies, the first matter of discourse instantly shifts to what type of information the student will be presented with. Secondary to the actual instruction of knowledge (i.e. teaching), the information which is used to facilitate such a process is the second most important determinant on the extent and scope to which education will indeed take place.
In this way, designing a curriculum necessarily involves the attention and participation of several key participants. Although it is rarely the determination of the end educator as to the precise means by which he/she will attempt to engage the students and effect the determined end, the educator has no small part in engaging with the other shareholders within this process and voicing his/her concerns/beliefs/desires with reference to seeking to provide a better and more fully nuanced vehicle for the impartation of knowledge to the student (Hinde 2005).
With regards to how this student approaches the issue of curriculum, this can be understood as a function of two distinct responses. Firstly, the curriculum that I am faced within my own institution is something that is outside of my control and something that has been predetermined by shareholders to impart the very best level of education and knowledge onto me the student. In much the same way, it is my eventual intent to seek to have at least some stake in this process as I complete my degree
References: Hinde, E. R. (2005). Revisiting Curriculum Integration: A Fresh Look at an Old Idea. Social Studies, 96(3), 105-111.