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Eisner's Three Curricula

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Cortney Duritsa

on 21 February 2013

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Transcript of Eisner's Three Curricula

Eisner's Three Curricula Cortney Duritsa Implicit Curriculum Null Curriculum Consists of what IS NOT taught in schools, typically because it simply has not been traditionally taught Also involves the types of cognitive processes that are most valued in public education - primarily, thinking through words and numbers in a logical way.. The null curriculum limits the mind of a student to think about the world in a linear, logical way.

This discounts one's ability to achieve "intellectual discovery" Positive Results of Implicit Curriculum The implicit curriculum can mold the types of students that a school or a classroom creates in manners that are sometimes difficult to see at the time. Negative Results of Implicit Curriculum Implicit curriculum consists of all of the unspoken decisions that contribute to both the functioning of the explicit curriculum and to the functioning of the school. It is mostly unintentional. The explicit curriculum is the classes that are offered by a school. Also includes the curriculum guides, textbooks, standards, and other planning tools that teachers use to create courses. Explicit curriculum has publicly discussed goals and objectives for students to achieve - reading and writing, learning about the history of the United States, addition and subtraction, etc. Explicit Curriculum These typically include:
-Mathematics
-Science
-English
-Social Studies
-Visual Art
-Music This can include:
-The way that textbooks are written (what pictures or scenarios are depicted in problems)
-The physical set-up of a classroom
-Teachers' expectations of students (no talking when the teacher is talking, etc.) A reward system set up in a classroom pushes students to complete activities for prizes, regardless of their level of like or dislike for the activity...

What does this result in once these children are adults? Will they only complete tasks that they receive immediate rewards for completing? -Dependency on rewards
-Students becoming too compliant
-Certain stereotypes being continued through the written curriculum (only using middle class examples of scenarios for word problems, for example)
-Competitiveness (could also be positive) through tracking students according to skill level
-Impeding on intellectual freedom -Teaches students punctuality through the structure of the school day (class beginning and end times)
-Persevering through difficult tasks that are not very "fun" in the moment
-Setting long term goals
-Working past immediate gratification to achieve those long term goals
-Preparation for work force through use of routines (could also be considered a negative - not enough time to allow students to really think critically, etc.) Examples include:
-Economics
-Law
-Anthropology
-Media Analysis "...it biases the criteria through which human competence and intelligence are appraised" (Eisner, pg. 99). "Schools have a role...to offer the young an opportunity to develop the kinds of intellectual processes that will be useful for dealing with the likes of e.e. cummings..." (Eisner, pg. 102).
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