POSTMODERN STUDY PLAN

POSTMODERN STUDY PLAN

1. ELABORATY: Juan S. Villabona - Manuel Ardila - Hellmonth Uribe

2. As characterized?

   • Their characteristics are: Learner – Centric: The modern curriculum being pragmatic in approach attaches importance to the learner.
   • Focuses on Producing Human Resources
     • The quality of the Teachers and students are measured against pre-defined standards at the stage of curriculum planning. Schools become bureaucratized entities where the Learning is similar to a manufacturing process.
   • Aims to Make Students Self- Reliant and Self-Dependent
   • Harmonious Development:
     • Provides Opportunity for Creativity Based on Psychology of Individual Differences Life - Centred Curriculum
   • The modern curriculum is also characterized by having a behaviorist model since they wanted to discover motivating elements, and classic by wanting to normalize human behavior, manifests itself in the sectors: government, commercial, industrial. Its maximum exponents are, Taylor, Weber, Fayol, and in the behaviorist model Maslow

3. What is the definition of a modern curriculum?

   • The modern curriculum is defined as a way of delving into the main components of the curriculum (purposes, experiences, methods, and evaluation) in a logical and sequential manner, the intention of which is to uproot that factory-product concept by those who want to impose themselves on the society in academia.

4. main concepts

   • Unesco 1996 Doll model
     •  Learning to know  Learning to do  Learning to live together  Learning to be

5. DESCRIPTIONS

   • The postmodern curriculum advocates decentralization of power where learning is actually taking place. However, the world is constantly changing and it is true that postmodernity will not be the final stage of evolution. Instead, it is only one part of the total process.

6. main features It expresses the crisis of modern metaphysical thought; It delegitimizes modern meta-stories; Recognize that there are different ways of knowing; It rejects historical linearity and relativizes progress; Reflects on its context and makes responsibilities visible; It promotes subjective differentiation and diversity.

7. What is it focused on? As a philosophical current, postmodernity seeks new ways of thinking focused on the growth of the individual through the use of technology. It is characterized by criticizing the currents of old thoughts that are considered outdated, such as positivism and rationalism.

8. Therefore, the study of change in this formation of network can improve the analysis of curriculum. On the other hand, knowledge is treated as an external object and the success of education depends on the knowledge of teachers to students

9. The definition of postmodernity is still evolving. As suggested by Bullock (1997) it is a still amorphous body of developments and directions marked by eclecticism, multiculturalism and, often a high-tech and post-industrial framework coupled with a skeptical view of technical progress. Possibly the jitter of definition is itself the best elaboration of the postmodernity.

10. contains the following elements

    • The curriculum should support theory and develop it from practice.  Teachers and students can develop their own curriculum through continuous interaction.  The curriculum should enhance self-organization by being rich in diversity, problematic and heuristics, and a class atmosphere, which encourages exploration.  The curriculum has to empower both teachers and students, creating thus an environment where they can engage in constructive dialogues  The curriculum should encourage interpretation, rather than explanation of knowledge.  The curriculum must adopt a development planning, which allows a greater flexibility and modification.  The evaluation will be an interactive process, in which feedback is provided to the student. Support from communities is required to aid learning through criticism

11. The modernist curriculum has been highly acceptable for a long period. Provides a framework for quantifying human behavior.

12. Knowledge is treated as an object and the success of education depends on the transmission of knowledge from teachers to students.