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What do/should we teach?
 

What do/should we teach?

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curriculum institutionalist durkheim school society

curriculum institutionalist durkheim school society

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What do/should we teach? What do/should we teach? Presentation Transcript

  • WHAT DO WE TEACH? Tuğba Boz 16th of December, 2011
  • Introduction1.) What are the functions of curriculum from a sociologicalperspective?2.) What do curriculum content include from an institutionalistperspective?3.) What are the elements of developing a modern curriculumcontent?
  • EDUCATION- ALLOCATION OF PEOPLE INTO ROLES:WHAT ROLES? Economic & Political & Personel & Occupational Organizational Familial
  • PRESERVING THE EXISTING CLASSES It preserves the existing class, gender and ethical/ racial hierarchies. Dominant ethnic, cultural, gender forces may use the educational system to reinforce their dominance and gain advantages in educational selection.
  • “Society can survive only if there exists amongst its members asufficient degree of homogeneity; education perpetuates andreinforces this homogeneity by fixing in the child from thebeginning the essential similarities which collective life demands.”Durkheim Individualism Culture ELECTIVES IN THE CURRICULUM2.) What do curriculum content include from aninstitutionalist perspective?
  • SOCIETAL DEVELOPMENT- THE GOALS OF IMAGINED COMMUNITIESBy resting on a broad culture creating & emphasizingshared knowledge and values- language/ literature/ history/ religion and arts- music classes
  • SOCIETAL DEVELOPMENT- THE GOALS OF MODERN COMMUNITIES All are to be citizen- persons leading to a democratic society.Mass educational systems are fundamentally engaged in aproject of constructing individuals.
  • Global Level National LevelCURRICULAR CHANGE IS often better predicted by evolving models in the world society than any local pressures of function and interest. These changes go on in extremely poor countries or third world more rapidly. Innovations in STS reforms find expression in primary school books much earlier than The USA, France or Germany.
  • PEOPLE’STRANSNATIONAL UNIVERSALIZED ELEMENTS RIGHTS AND RESPONSIBILITIES INDIVIDUALISM MODERN ENTELLECTUALS NATIONAL DISTRICT CULTURE/ CONCERNSCONCERNS/ NEEDS
  • DEVELOPING MODERN CURRICULUM Authors summarize their points/ arguments/ observations oncontemporary school curricula based on evidence and hypothesis.
  • IN TURKEYI will integrate their findings with ourcontemporary school curricula based on observation and research.
  • SOCIAL STUDIES Traditional national and civilizational history built aroundpolitical and military developmentof the state and geography of the sacred national territory are weakened and receive less emphasis. VS. The substance covers both localand international matters, in partremoved from tied boundaries oftime and space; there is a chapteron the Dakota- a state in US-, thenon African family and community, then on local community.
  • IN TURKEY covers both local and international matters, in partremoved from tied boundaries of time and space;…..covers both local andinternational matters, in partremoved from tied boundariesof time and space ?? DOES ITREALLY?
  • SCIENCE Students learn to think about science as related to their ownidentities, activities and interests,and are less obliged to know tight bundles of official knowledge. They learn more about •the rain forests, •drought, •recycling and •less about the length of the rivers, •the types of clouds long lists of plants etc.
  • IN TURKEYThey learn more about •the rain forests, •drought, •recycling and •less about the length of the rivers, •the types of cloudslong lists of plants etc. DO THEY REALLY?
  • LITERATURE AND LANGUAGE The literature is no longer the sacred canon of national andcivilizational texts; any text thatengages students can be used to spread beliefs and ideas and broaden understanding. It lets students choose among literatures of all sorts: sciencefiction, romance novels reflecting feminist/ ethnic perspectives from anywhere in the world.
  • IN TURKEY
  • MATHS There is a shift from the most traditional anddeductive structures , like geometry and trigonometry, toward an understanding and collecting of data, applications of statistics,computer analysis and the like.
  • CIVICS The student is to learnbroader principles of human rights and responsibility, of democratic- politicalstructure, and of the wider international and ecological environment. The students learns them from a validated individual point of view. Anunderstanding of politicalsystem is more importantthan detailed knowledge of government.
  • IN TURKEY
  • The Traditionalists:• Curriculum is on the way of being destroyed.•Students no longer learn real history/ geography, or realdisciplined science or literature or artistic culturaltraditions.•American students cannot find Atlanta on map or cannotproperly separate sentences into grammatical units andcannot make calculations correctly and do not know whatthe Civil War was or was about.
  • ANY QUESTIONS?
  • THANKS FOR LISTENING  Reference: THE CONTENT OF CURRICULUM: An Institutionalist Perspective by Elizabeth McEneaney & John Meyer