Discussion Assignment PDF

Preview

Summary

work...

Description

Discussion Assignment In the discussion forum, you are expected to participate often and engage in deep levels of discourse. Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts. You should also respond to anyone who has responded to you. 

Identify 3 top purposes for education in your milieu. Using these purposes, evaluate Schiro’s 4 Curriculum Ideologies and suggest which one best meets the needs of learners in your context. Consider if that is indeed the model that is being applied currently. What further modifications would you propose in order to best meet the needs in your milieu?

There are four major philosophies of curriculums: scholarly, religious, teacher and social reconstruction. The best curriculum is debated in various ways. In this work, I want to define top educational purposes in my spiritual understanding creation milieu, and then analyze four philosophies in the curriculum. My quick evaluation of the key philosophies of the curriculum: Using these purposes to test Shiro's 4 Curriculum Ideologies, being grade 5 educator, I have a few remarks on each ideology as follows:

1. The Philosophy of Scholar Academics: The aim of this philosophy, however, is to help children learn the accumulate wisdom of our society, along with my first intention of increasing spiritual wisdom (p. 4). For example, the view of academic scholars of ideology is that the authority of truth belongs to a community of people. "The hierarchy is made up of truth inquirers (students at the top of the hierarchy), truth teachers [those who disseminate the truth discovered by the scientist], and truth learners [students whose task is to discover the truth so that they may learn the discipline]" (p.4). In my view, no one has the right to determine what the truth is so scholarly experience is only a credible source of facts. Therefore all tools are for reference only, let each learner discover the truth on their own. 2. The philosophy of social efficiency: This philosophy varies entirely from my views on education purposes. "Providers of social efficiency agree that the aim of learning is to meet community needs effectively by educating young people to serve as potential mature social contributors." (p. 5). I believe this apparently means that the purpose of education, like artificial intelligence machines and humanoid robots, is to turn humans into slaves. In addition, the statement, "Central to Social Efficiency conceptions of scientific procedure are based on the assumption that changes in human behavior i.e. learning) take place within a fairly direct context of cause-effect, action-reaction, or stimulusresponse" (p.5), implicitly deny the power of choice within each human being.

3. The Learner-Central Ideology: Apparently, this is better matched with my experience. "They believe that schools should be fun places where people grow spontaneously according to their own intrinsic nature. The goal of education is the development of individuals, each in accordance with their own specific intellectual, social, emotional and physical attributes" (p. 5). I firmly believe that the sequel to many good citizens is simply a good environment or a successful labor force. If each person can discover and live with his/her true self, our society will have a wonderful harmony. From my preoccupation with Learner-Centered Philosophy.. In my community, the main principles of Learner-Centered Philosophy are being implemented very well. In most practices, I encourage learners to set learning goals and create an open atmosphere where they can choose subjects and express themselves. In self-assessment, I also help them and even alter the instruction plan according to their status. Not only does the Learner-Centered way facilitate true change from within the learners, but it also cultivates their learning affection.

Reference:

Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks: Sage Publications, Inc. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/schiro-m-2013-introduction-to-thecurriculum-ideologies.pdf

Vaughan, F. (2002). What is spiritual intelligence?. Journal of humanistic psychology, 42(2), 16– 33. DOI: 10.1177/0022167802422003 Nguyen, T. L. (2019, August 5). Which is the best curriculum ideologies? Medium. https://medium.com/age-of-awareness/which-is-the-bestcurriculum-ideologies-fd628ac2ed69...