The curriculum

The curriculum

1. Defined as

   • The planning by which the school processes of learning are organized

2. Problems with it:

   • Stenhouse
     • failure existing between ideas and aspirations.
   • Tyler
     • the limited sense of curriculum (i.e. as a plan).

3. Different conceptions

   • Curriculum as content.
     • Contents of education
       • “educational experience”
         • that the school brings.
     • "Educational subjects”
       • units organized in such a way that the learning of each can be achieved by a simple act , by the specified capabilities of the previous units.
     • ”Specific learning”
       • based on the classification of learning
         • according to concepts, procedures and attitudes.
     • ”Learning objectives”
       • which are specified and have to be achieved by the students.
     • “Interactive reality”
       • the knowledge that a student learns are not only selected contents ,also all those meanings, behavior patterns, moral values, etc.
     • Conclusion
       • Every curriculum must include a cultural knowledge ,if not, it is not useful for the school.
   • Curriculum as Educational Planning
     • Two different curriculum definitions
       • Pratt and Beauchman
         • Organized set of educational and training intentions.
         • Presents an educational framework.
         • Determines the action to be carried out.
         • It is not the activities, but the ideas.
         • Must contain
           • Use
           • The objectives
           • Curricular content
           • Evaluation
             • Value
             • Effectiveness
       • Hirst
         • Program for students achieve certain goals or objectives
         • Importance of objectives
         • Activities
     • Conclusion
       • Curriculum
         • included educational content.
         • the ideal framework within which the educational work will be.
         • criteria underlying decisions.
         • not operational curriculum developed
           • there are Actions and decisions.
   • Curriculum as an interactive reallity
     • Different perspectives
       • Oliver
         • Curriculum
           • is what happens to students in school as a result of what teachers do.
           • includes all the educational experiences for which the school is responsible.
       • Clandinin and Connelly
         • The curriculum is a construction made between
           • teachers.
           • students.
       • Barnes
         • To acquire meaning, the curriculum has to be staged by students and teachers.
       • Westbury
         • Curriculum only finds its meaning
           • in teaching.
           • in the actions and relationships between
             • teachers.
             • students.
       • Jackson
         • Curriculum needs a new perspective.
       • Stenhouse
         • Focus on the connections or disconnections between
           • the curriculum as an intention.
           • the curriculum as an action

4. The curriculum between representation and action

   • Relationship between curriculum and representation and action (Basic framework of our rationality)
     • Curriculum as a content
       • concrete and specific representation of the culture.
     • Curriculum as planning
       • we represent the possible action.
     • Curriculum as an interactive reality
       • We place the concept in the action itself and in the teaching practice.
       • The curriculum is
         • the educational action the educational.
         • practice.