Curriculum Theory
| PHILOSOPHY OF EDUCATION | | Rhodes University
B.Ed (Honors) 2013Cheerlin Lorrette MaletzkyStudent No. |
[Assignment 2] | [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] |
#1
This paper questions the Namibian curriculum in light of Eisner’s statement. From Eisner 's perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum. Since it is physically impossible to teach everything in schools, many topics and subject areas must be intentionally excluded from the written curriculum. But Eisner 's position on the "null curriculum" is that when certain subjects or topics are left out of the overt curriculum, school personnel are sending messages to students that certain content and processes are not important enough to study. Eisner as cited by David J. Flinders, Nel Noddings, Stephen J. Thornton define the it as “the options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not part of their intellectual repertoire” (1985, p. 107). When reviewing the literature regarding the past, present and future of educational curriculum This literature holds that the school curriculum is not simply a technical document outlining intended learning outcomes or specifying content to be covered or teaching strategies and assessment procedures to be used Jonathan D. Jansen(1995,p.5) several main points seem apparent, namely that curriculum is cyclical, and according to Eisner’s statement a paradox exists. If we ought to be concerned of consequences involved about a curriculum that does not exist, we are advised to be concerned
B.Ed (Honors) 2013Cheerlin Lorrette MaletzkyStudent No. |
[Assignment 2] | [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] |
#1
This paper questions the Namibian curriculum in light of Eisner’s statement. From Eisner 's perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum. Since it is physically impossible to teach everything in schools, many topics and subject areas must be intentionally excluded from the written curriculum. But Eisner 's position on the "null curriculum" is that when certain subjects or topics are left out of the overt curriculum, school personnel are sending messages to students that certain content and processes are not important enough to study. Eisner as cited by David J. Flinders, Nel Noddings, Stephen J. Thornton define the it as “the options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not part of their intellectual repertoire” (1985, p. 107). When reviewing the literature regarding the past, present and future of educational curriculum This literature holds that the school curriculum is not simply a technical document outlining intended learning outcomes or specifying content to be covered or teaching strategies and assessment procedures to be used Jonathan D. Jansen(1995,p.5) several main points seem apparent, namely that curriculum is cyclical, and according to Eisner’s statement a paradox exists. If we ought to be concerned of consequences involved about a curriculum that does not exist, we are advised to be concerned
References: Barwell, R. (2000). Mathematics teaching in Pakistan and the UK. Mathematics Teacher, 170, 36-39. Brotherton, D. D’Cruz, K. Edwards, T. Funnell, J. Hall, S. Keating, R. St Cyr-Caesar, L. (2006) Religious Education: The Hackney Agreed Syllabus: Hackney Religious Education Standing advisory Council on Religious Education Eisner, E. (1985). Educational imagination (2nd Ed.). New York: Macmillan. Eisner, E.W. (1994) the educational imagination: On design and evaluation of school programs. (3rd. end) New York: Macmillan. Elian T. Ithindi (2004) Motivating creative writing Article 2. Reform Forum.NIED. Namibia JONATHAN D. JANSEN,(1995) Understanding social transition through the lens of curriculum policy: Namibia/South Africa. University of Pretoria. South Africa Kelly, A. V. (1989). The curriculum: Theory and practice (3rd Ed.). London: Paul Chapman. Kelly, A. V. (2004). The curriculum: Theory and practice (5th Ed.). London: SAGE Publications.