THE CURRICULUM

THE CURRICULUM

1. Defined as

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

2. Problems

   • STENHOUSE: failure existing between ideas and aspirations
   • TYLER: its limited sense

3. Diferent conceptions

   • Different fundamental sections
     • Curriculum as content.
       • Contents of education
         • educational experience that the school brings
         • educational subjects, the learning of each can be achieved by a simple act , by the specified capabilities of the previous units.
         • specific learning, 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, appart from contents, also all those meanings, behavior patterns, moral values, etc.,
       • Every curriculum must include a cultural knowledge ,if not, it is not useful for the school.
     • Curriculum as planning
       • The result of putting into practice the prescriptions of the planned curriculum
       • Points out the ideal framework in which the educational labour will be developed
       • Determines the actions and decissions on it
       • Program for students to archieve certain goals
     • Curriculum as an interactive reality
       • It includes all the educational experiences from which the school is responsble
       • A construction made between teachers and students,
         • A way of communication between both of them
         • What occurs to the students as a result of the teachers
       • An integral part in which together with the students, the cultural content and environment are in dynamic interaction

4. Between the representation and the action

   • Representation
     • When we see the curriculum as concepts
     • Concrete, determined by the culture of the society
     • Ways of thining, kowing and explaining the world
   • Action
     • Interactive reallity
     • It is action and educative practice