Curriculum Theory

Topics: Education, Curriculum, Teacher Pages: 6 (1946 words) Published: June 12, 2013
| 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 about what schools do not teach One of the major policies of the post independent Namibia's government is to make Namibia a knowledge based society. That is a society where knowledge plays a big role in everyday life. It is therefore goal of the basic education curriculum to give direction through education to achieve this goal. The goals mention strong cultural and individual identity, positive values, and lifelong long learning as the core traits to achieve it. Still after 23 years of independence, Namibia`s vision 2030 is not working. These are the intended outcomes of what the National curriculum for Basic Education should be teaching our learners. Elliot Eisner (1985) describes five different curriculum orientations. Personal values, experiences, and beliefs about what is important in the world contribute greatly to the type of orientation held. Curriculum orientations are beliefs about what a school curriculum should achieve and how teaching, learning and assessment should occur. These orientations can be used by learners and teachers to supplement to what learners are not being taught. Eisner offers some major points as he concludes his discussion of the null curriculum-- "The major point I have been trying to make thus far is that schools have consequences not only by virtue of what they do not teach, but also by virtue of what they neglect to teach. What students cannot consider, what they don't processes they are unable to use, have consequences for the kinds of lives they lead. P. 103" What schools sometimes leave out are important life lessons which children could have learnt i.e. loyalty, honesty, cleanliness, respect, patience etc. “The school curriculum should be designed in such a way that it entails elements of sincerity and moral values, to instil a sense of responsibility in our children to respect the property of the state.”Gerson Sindando mentioned this in recent article published in the New Era newspaper about corruption in Namibia....

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.
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