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Curriculum as Process & Development

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by

Eunjung Feleppa

on 28 January 2014

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Transcript of Curriculum as Process & Development

Conclusion (Process based Curriculum)
Education as the promotion of
human development
It seeks to allow for
interactive
nature of educational relationship
Democratic
curriculum
Curriculum as Process & Development
Summary of A.V.Kelly

Theoretical Base
Process model (Procedural Principles)
Developed by Lawrence Stenhouse (1975) : Curricula should be consist of guidelines and should not be overly prescriptive
Less dogmatic, more tentative and need for
corrective adjustments
Unintended learning outcomes
Aims and processes cannot be separated
John Dewey
said '
the process and the goal of
education are one and the same thing
An aim can be attained at a later stage in the process
Major emphasis on its
underlying principles
&
processes of development
Education as Development
Promote learners'
autonomy
'The goal of education is not knowledge but
self-realization
is the goal' (Dewey, 1902)
Stages of Cognitive development
(Piaget, 1969)
'The growth of competence'
(Connolly & Bruner, 1974)
Merits of this model
It takes account of many dimensions of education and curriculum -
purposes, principles, values, content.
It
reflects
more accurately and more constructively on the
realities of educational practice
Stenhouse (1975) called 'an evaluative response' suggests 'a further possibility of the
research model
' (The teacher as researcher'
Reasons why it's developed
Inadequacies of product model (
Assumes learning is value-free and knowledge is merely transmitted
)
Idea that learning should be centered around
learners
Focus on learners'
development
as a
human beings.
(Kelly, 1998)
Idea that education should be designed & planned to prepare and
empower
individuals for active and productive lives within a
democratic
social context
John Dewey
: Education should be seen in terms of the
continuous
experience of the individual.
Cognitive sphere:
Jean Piaget, Lev Vygotsky, Jerome Bruner, Margaret Donaldson, Elliot Eisner: focus on
how learners' minds develop
rather than the acquisition of knowledge. Focus on learners' moral, social, affective and Cognitive development
D
E
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Some
criticisms
of the developmental model
Political objection
Proper form of education by this model is expensive
Such a curriculum cannot be closely controlled through central direction
Philosophical Objection
Enquiry, discovery and active forms of learning generally are inefficient devices for ensuring that children learn all that they have to learn (Dearden, 1968, 1976)
G
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Student-
Centred
Learning
Full transcript