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School subject & academic discipilne

This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.

Education◦
OP FOUSIYA, ATCW.
Meaning • It is an area of learning with in the school curriculum that constitutes institutionally fined field of knowledge and practice of teaching and learning • subjects are the result of institutional selection, organization and framing content for social , economic, cultural, curricular and pedagogic purposes • School subjects contain teaching and learning activity
Definitions • A school subject constitute an organizing frame works that gives meaning and shape to curriculum, content and learning activities- Karmon-2007 • Is defined as an area of knowledge that is studied in school Britannica encyclopedia
Definition • A school subject is an area of learning within the school curriculum that constitutes an institutionally defined field of knowledge and practice for teaching and leaning Dengz – 2013 • Are human constructions in response to social ,economic, cultural, political and educational realities and needs. They are uniquely purpose built enterprises designed with and through educational imaginational towards educative needs Dengz & Luke -2008
Subjects are the part into which learning can be divided Higher secondary SS Secondary SS Primary SS
CONTENT OF SCHOOL SUBJECTS SCHOOL SUBJECTS Humanities Science Social science Natural science Formal science Professional and applied sciences
Curricular areas (NCF) Curricula r areas Language education Science Mathemati cs Social science Work, art, health, craft and peace
As far as trs are concerned specialised understanding of content is concerned. Trs need to understand … Subject matter knowledge Content k Pedagogic content k Curricular k
Why studying SS? • Mastering the basic maths, history, science, English( reading, writing and arithmetic) • Insisting on high standard and expectations • Ensuring discipline in the classroom • Conveying a grasp of our moral and political principles • Nurturing the character of young people • Social , cultural, political reconstruction and transmission
• Provide new and important direction • Pave way for scholarly enquiry • Offered a range of insight into schooling • Helps in reorganising and redirecting school knowledge • To broaden their perspectives • Enhance social awareness • Develop positive attitude and values • Foster problem solving and critical thinking skills
Academic Discipline
Origin Academic – Belonging or relating to a place of learning . Eg college, university, academy Discipline – from two Latin words Disciulus-pupil and Disciplina –teaching
Meaning • Discipline is a technical term for organization of learning and systematic production of new knowledge • What one teach and researched as a part of higher education is the discipline of that person
Definition • An academic discipline or field of study is a branch of knowledge that is taught and researched as a part of higher education Wikipedia • Academic discipline is a vast accumulation of knowledge in a specific area
Classification of academic discipline- Antony Binglan A D Hard/paradigmatic Soft /pre- paradigmatic
Classification of academic discipline- Antony Bilgan A D Pure/primarily theoretical Eg- math Applied Eg- engineering Engage with living system Eg-biology Engage with non-living system eg-history
Characteristics of AD • Disciplines have a body of accumulated specific knowledge • D have theories and concepts that can organize the accumulated specific knowledge effectively • D use specific terminologies or a specific technical language • D have developed specific research methods according to their specific research requirements
• D must have some institutional manifestation in the form of subjects taught at universities or colleges, respective academic department and professional associations connected to it • Most AD have their root in middle to late 19th century • Education and psychology were added in the 20th c • Professional course were also added such as: nursing, teaching, architect, hospital management etc • Interdisciplinary scientific fields such as bio- chemistry, geo-physics , home science were also added
Differences between School subjects and Academic Discipline School subjects Taught in school Compulsory Practical oriented Taught by teachers Basic form Life centered Academic Discipline In universities Optional Theory oriented Taught by scholars, experts etc. Specific Life centered as well as research centered
Relationship b/n SS & AD Stengel (1997) Essentially continuous Basically discontin uous Different but related
SS &AD are essentially continuous • SS are derived and organised according to the structure of AD • The central purpose of a SS is to initiate the young into the academic community of scholars • A stepping stone to higher education • The world of knowledge, the needs of the learner and the needs and demands of the society determines the curricular content- TANNER AND TANNER
SS & AD are basically discontinuous •Argue that SS are created to provide sts with intrinsically rewarding experiences that contribute to the pursuit of self actualization, personal growth and individual freedom •SS need to be formulated according to the need , interest, attitude and developmental stages of sts Humanism •SS are constructed for the purpose of maintaining and enhancing economic and social productivity •Formation of SS therefore is justified with reference to the need of occupation, profession and vocationSocial efficiency •To provide sts with meaningful learning experiences •Base upon the examination of social relationships, issues etc with the intension of helping individual and othersSocial reconstructionism
The 3 contemporary curricular discourses also supports discontinuity
SS & AD are different but related • The third juxtaposition has three permutations that demonstrate the relationship between SS & AD • Can exist in one of the three ways 1. That AD precede SS 2. That SS precede AD 3. That the relationship between the two is dialectic
POSITION 1 • Holds that SS results from the transformation of an AD POSITION 2 • SS comes first & AD later in one’s learning journey from school to university ( Herbertian Theory Of Recapitulation) POSITION 3 • Can be viewed as a combination of P 1 & P2(DEWEY’S classic text)
Aims of schooling- I - Based on different ideologies Academic rationalism Humanism Social efficiency Social reconstruc tionism
II - Recent discourses of schooling Participatory citizenship Globalization Autonomous learners
III – Based on curriculum making or Concept Of Schooling Societal curriculum/ideal/abstract curriculum Programmatic curriculum Classroom curriculum