“Curriculum” surely stirs up many ideas about education from simple
to really complicated ones. It inevitably involves value-laden issues, therefore
it should be tough to decide what is worth teaching and learning. It is assumed
that the idea of curriculum is based on the formal education setting: a school.
I’d like to mention how curriculum is decided for schools in Korea. Most of them
in Korea are governed by the Ministry of Education, and Office of Education of
the local government in each province, which means that curriculum is designed
and determined by the central office and all schools follow the rule. No wonder
a lot of teachers regard curriculum as textbooks they are assigned to teach,
since they don’t have full independence or flexibility to modify their school’s
curriculum without authorized permission – teachers don’t have to worry about
the curriculum. But it should not take away the opportunity to think about the
true nature of curriculum and its purpose. When thinking about curriculum, the
first thing comes to my mind is what John Locke said “Tabula Rasa” (a
blank slate) that the mind of the individual was born “blank”. It implies that
the mind of human being is open to educational potentiality. In this
perspective, curriculum should stand on pretty serious position, because it
would affect what we think and live in the long run, given that we all receive
regular education.
Readings and questions of Cycle 1 made me rethink about what I’ve
had as the taken-for-granted-ideas about learning. The story of Donovan and Perspectives on four Curriculum Traditions made
me think about what curriculum would mean to both Donovan and the instructor and
how I should view whole concept of curriculum. As William H. Schubert
pointed out that the four traditions do have contradictory positions on certain
claims, but it is possible to see each position as complementary to one
another. (1996, p.176) So I’d like to consolidate what curriculum and its purpose
is like this.
Table. 1 Curriculum and its purpose
It may sound quite broad-meaning, but I believe that it can cover
almost everything as to what and why children need to learn. While I was
thinking that way, I tried to figure out what curriculum mean to Dewey. He
emphasizes the children’s experience and the process of providing them with
meaningful way of interpretation about what they experience. In The Child and the Curriculum, he notes
that “Development is a definite process, having its own law which can be
fulfilled only when adequate and normal conditions are provided.” (1902, p.113)
It may be fair enough to say that curriculum has been established in a reliable
manner. Dewey didn’t deny the reliability of the subject matter, but he
questioned about the way it was organized and delivered to children; torn-apart
knowledge delivered to children with integral mind. There lies an important
implication. It could be more important to know how our students will perceive
and receive curriculum, so we can facilitate their learning and help them
reconstruct their knowledge and experience in a meaningful way as Dewey suggested. In the case of
Donovan, can we know how he might perceive and receive curriculum? Without
proper response or progress, can we decide whether he should stop receiving
special curriculum? In the article of Sharon Otterman, Donovan’s mother, his
aide, and the school principal expressed all different opinions about Donovan
but one thing in common; Donovan should have the chance to be exposed to
various possible environment, even if he will show little progress. I believe
that that may be what he exactly needs; being cared, loved and connected.
I am an ESL teacher, dealing with literacy related curriculum every
day. Reflecting on my daily instruction, I can dare say that I’m practicing interdisciplinary
curriculum in my classroom (what Dewey thought desirable curriculum!). ESL
reading texts cover a wide variety of subjects: literature, science, history,
economics, politics, arts and so on. I can say that almost all kinds of branch
of knowledge – very basic one – have been covered in my class. Moreover, I
always try to find further about those subjects and provide my students with intriguing
and necessary background knowledge. For instance, when we encounter a short
account of the fall of the Roman Empire, I would find the information about the
major theories of the fall of the Roman Empire and brief timeline of rise and
fall of it. I have a firm belief that every branch of knowledge is
interconnected to make us think more creatively and organically, ultimately getting
us to engage in the process of finding significance of today and tomorrow of
our lives. Well, it could be “hidden” curriculum in this case; my belief and
care about students. In fact, the primary goal of the class should be mastering
the academic English vocabulary, acquiring the ability to read and understand
the meaning of given texts, and eventually becoming a good English language
speaker. However, I am very skeptical about the last one because of the
curriculum that lacks emphasis on speaking and writing skills ironically. As a
matter of fact, this asymmetric curriculum is my biggest concern and dilemma at
the same time. Therefore, I try to use multiple texts to stay balanced among
these formal (vocabulary and reading skills), null (speaking and writing
skills) and hidden curriculum (thinking about why we should know what). That is
an ongoing process for me.
Reference site :
Curriculum and practice
The Null Curriculum and its Theoretical Basis and Practical Implications
Eric list of William H. Schubert
Reference site :
Curriculum and practice
The Null Curriculum and its Theoretical Basis and Practical Implications
Eric list of William H. Schubert
