The document discusses arguments for analyzing contemporary life to inform educational objectives. Two common arguments are: 1) Life is complex and changing, so education should focus on critical aspects, and 2) findings about how training transfers to other contexts. Contemporary life and activities outside school can provide suggestions for objectives, but some criticize that this does not ensure desirability or interest to students. Overall, the document examines how studying life outside school can inform educational goals and experiences.

1. 
Arguments for Analyzing Contemporary Life in order to get
suggestions for Educational Objectives.
1.- Contemporary Life is so complex and life is continually
changing...do not waste time in learning things 50 years ago
important.
2.- The belief in transfer of training : using “trained mind” to
the conditions.
CONTEMPORARY LIFE
OUTSIDE THE SCHOOL

2. 
Today there are commonly used arguments for analyzing
contemporary life:
 The first is that because contemporary life is so complex and also
because the life is continually changing, it is necessary to focus
educational efforts upon the critical aspects of this complex life.
 The second argument for the study of contemporary life grows out
of the findings relating to transfer of training.
 The students was given practices in seeking illustrations in his life
outside school for the application of things learned in school.
LIFE & LEARNING
SITUATIONS

3. 
AS SOURCES OF EDUCATION OBJECTIVES :
One of the most frequent criticisms has been that the identification of
contemporary activities does not in itself indicate their desirability.
The Criticized issues of using
Contemporary Life Outside the
School
ActivitiesPresentism
The second type of
criticism is the type
made by essentialists
who refer to studies of
contemporary life.
The third kind of criticism is that made by some
progressives who point out that some of the
critical problems of contemporary life and some
of the common activities engaged in by adults
are not themselves interesting to children nor of
concern to children.

4. 
Most common used in typical schools and colleges.
 Subject Specialists’ propose are too technical, too
specialized; inappropriate for a large number of the school
students.
 Too specialized for the layman.
 Too Specialized in objectives lead to the deeper conceptions
of the subject fields.
Suggestions About Objectives
from Subject Specialists

5. 
 Knowledge
 Skills
 Habits
 Modes of Thinking
 Critical Interpretation
 Emotional Reactions
 Interests
Suggestions About Objectives
from Subject Specialists

6. Science
Knowledge
Improvement of health
practices: attitudes
and knowledges /
diseases spread /
precautions.
Skills
Use and conservation
of natural resources.
Habits
Provision of a
satisfying world-
picture (relation of
man and nature).

7. 
We came to the conclusion that every curriculum no matter what the
school is tries to answer these four main questions in different ways:
 1. What educational
purposes should the school
seek to attain?
 2. What educational
experiences can be provided
that are likely to attain these
purposes?
 3. How can these
educational experiences be
effectively organized?
 4. How can we determine
whether these purposes are
being obtained?
 Some schools design their
curriculum around situations that
students experience every day;.
 Other curriculums are centered
around preparing students for
situations they will encounter in
the future.
 Others are centered around values;
others are centered around
community needs, and yet others
are centered in subject areas like
family, school, health, religion and
so on.

8. 
 Today there are two commonly used arguments for
analyzing contemporary life in order to get suggestions for
educational objectives.
 In making studies of life outside the school as un studying
the learner, it is necessary to divide life into various
phases in order to have manageable areas for
investigation.
CONCLUSIONS