Curriculum as field of specialization in Educational Studies • Kliebard explains: “ The field of curriculum is devoted to the study and examination of decisions that go into the selection of what is taught. • Implied in educational studies is the notion that curriculum is planned with basic principles in mind. • These principles, when they are reasonably consistent and coherent, constitute the essence of curriculum theory PARADIGMS INFLUENCING CURRICULUM THEORIES a) What is a paradigm? Description of the concept paradigm • A paradigm could be described as a framework within which ideas are produced or articulated and developed. • Curriculum Researchers sought to find answers to the question of considerations that should be made when developing curriculum goals, objectives and aims. • A paradigm could be associated with the concepts such as: Mind-set, Philosophy , outlook and worldview. • The Paradigm in essence comprise perceptions, perspectives, beliefs and values that inform philosophical foundations of curriculum. 1. Technical or academic Paradigm • This paradigm influenced the development of the Academic curriculum, which promotes academic based disciplines or subjects • Knowledge is classified into fields, for example; humanities/ Sciences/ Social Sciences. • Teacher training is focus on the acquisition of specific subject or discipline knowledge and specialised subject pedagogical knowledge. • Teacher educated and trained in this paradigm are more technical in approach –meaning that they adhere to rigid and specifically prescribed principles. • Teachers only know, understand and practice teaching according to what they were taught during their professional education and training. • The curriculum is designed such that teachers are more subject content knowledge enslaved Description and character of the curriculum that is informed by technical paradigm • The curriculum developed from technical paradigm promotes or upholds the views of the behaviourism Psychology about teaching learning and content knowledge. • Technical Paradigm had influences curriculum research, curriculum theories and curriculum design internationally and in South Africa during 19th and 20th century. • Ralph Taylor is a founder of this paradigm, and his theories promoted stimuli-response or behaviourism (how learners think and feel) are at the centre of his thought about curriculum. This paradigm is influences by the perennial philosophy on education (to be dealt with late). 2.Empirical -analytic paradigm: • • • • • Analytic paradigm curriculum researchers draws ideas from Idealism and realism: Empirical ( means scientific) Analytic ( means search for facts) This paradigm advocates the views and beliefs that knowledge is conceptualised at an abstract level. Emphasis in this paradigm is on the development of intellect /mind. Inductive & deductive methods (abstract reasoning and thinking driven by hypothetical thinking) are prioritised whereby knowledge is treated as phenomenon or ( something that is of high priority) • The knowledge constructers should follow specific discipline’s guidelines to provide proof for the quality of knowledge produced. • Only researchers and intellectuals or academics produce knowledge to be taught. • In this paradigm situations and persons are treated as broad categories of knowledge and there is no recognition of uniqueness of needs and interests Inductive & Deductive methods Research begins with the hypothetical question or generalised statement. Generalised statement: Poverty contributes to teenage pregnancy Hypothetical question: Does teenage pregnancy relate to poverty? The answer to this question or hypothesis can be attained through empirical methods (research) analysis of data (information) will provide facts to show correlation of the two variables. Deductive Method begins with what is known to discover the unknown. Formulate problem from what is known and deicide on the method of inquiry. • Links the what and the how, • providing perspective that relates to loosely connected arrays of curriculum theorists who argue that curriculum should be interpretive and emancipator • It serves the practical interest • Knowledge production in this paradigm involves hermeneutic science and practical interests. • Knowledge is the result of social interaction among persons and the cultural and the historical circumstances Continues • Rationality looks for meanings that enhances interaction with others and events • In this paradigm Education or pedagogy is not pursued by service delivery system but human beings communicate thoughtful attempts to reveal that which lies deep within them. • Human beings connect their beings to their existence (This is what makes knowledge worthwhile) • Reality (knowledge) is not merely the way things appear but it is created through communication among persons and this is known as the process of intersubjectivity. • The inter-subjective both depends and contributes to historical, political and social content. • Hidden meanings (frowns, gestures and body language) of the participants in knowledge generation process shows continuous growth to hermeneutic sciences. Diagram illustrating elements in knowledge production persons historical circumstances knowledge cultural interaction The critical Paradigm • The main issue is to design curriculum that challenges status quo in the social, political and economic spheres of the society. • Pedagogy (teaching and Learning strategies) should promote interactions and critical thinking. • Knowledge is generated from real life realities and processes through debates, discussions and critical reasoning • Emphasises acknowledgement and recognition of diverse opinions • Discourages promotion of class division, discrimination based on gender, creed, race and culture. Curriculum should enforce and promote equality and unity in diversity. • References • Carl, A.E (2012). Teacher Empowerment Through Curriculum Development: Theory into Practice (4th ed.) Cape Town: Juta • Kelly, A.V (2009). The Curriculum: Theory and Practice (6th ed.) London: SAGE. THEORIES OF CURRICULUM There are three Theories 1. Descriptive Curriculum Theory 2. Prescriptive 3. Critical theory To Woolfolk (2010: 14) a theory is an interrelated set of concepts that is used to explain a body of data and to make predictions about the results of future experiments. What is a theory? A theory in research is a carefully selected set of guidelines that explain methods that researchers should apply to attain desired results. Curriculum theory is a subset of philosophy, that treats fundamental questions and assumptions underlying all subject areas in the curriculum design and development The guidelines are principles. Like in Mathematics and scientific studies researchers apply formulas as guides or principles to solving certain problem Why are there many theories on curriculum research? Diversity in arguments Criticism and different (political, economic and social ideologies) beliefs 1.CRITICAL CURRICULUM THEORY (PRAXIS) Description and Character Critical theory is sometimes referred to as Praxis. The pioneers of the praxis are more radical than hermeneutic science, because praxis serves the emancipatory interest. Praxis emphasises political, economic, social emancipation through learning. Teaching and learning should empower human beings to free themselves from the yoke of subordination and oppression. Critical praxis combines inquiry and action in an attempt to realise and expose that which is oppressive and dominating. Curriculum development is a process and not a product. The main issue in the learning process is to challenge indoctrination and constraints imposed by political and socioeconomic inequalities and injustices in the society. Description cont. • domination and oppression are considered in this theory to be an obstacle into ones’ own circumstances. • It contribute to a false consciousness or a perspective that maintains the control of dominant groups • Critical praxis emphasises sensitivity to the false consciousness. • It promotes learning that evokes conscious attempts to perceive and expose unjust values in the society • To identify certain values as unjust, it is imperative that those who engage in critical science explicate (analyse and provide meaning to) the values that they hold. Criticism of the Critical Theory • It is challenged by conservatives and reactionaries for advancing Karl Marx’s ideas and revolutionary thoughts. • The theory is criticized by positivists researchers for applying unscientific processes of knowledge production. • Opposition also contests radical changes, which they perceive to be a factor that could contribute to the destabilization of the society. • Moderates argue that curriculum should not provide the room for ideology It assumes the necessity of ideological critique and action Seeks to expose that which is oppressive and dominating Summary Requires sensitivity to false consciousness Makes distorted conceptions and unjust values problematic Examines and explicates value system and concepts of justice upon which inquiry is based Cont.. • The critical theory criticises hermeneutic science for its failure to incorporate sufficient position regarding political or ideological influence in curriculum and knowledge production Descriptive Curriculum Theory • A curriculum theory, which adopts principles of the value free subject content knowledge. • Promotes principles of neutrality in knowledge generation and subject content knowledge. • Curriculum should focus on developing the controlled and directed behaviours. • Descriptive or positivist theory nullify ideas and thoughts that link subject content knowledge to political and ideological perspectives. • Curriculum guidelines should not be interfered with, instead they should be delivered as stipulated in the policy. Criticism of Descriptive Curriculum Theory • This theory is condemned for promoting only natural science principles of knowledge production. • Challenged for pursuing rigid and narrow perspective of curriculum design and development. • Rejecting other perceptions and thoughts • Curriculum theory that does not recognise realities beyond metaphysics, axiology and political or ideological base. Prescriptive Curriculum Theory • Prescriptive theory assumes that curriculum is a form of recommendations, documents of all kinds (e.g., resource materials teachers guides, textbooks, teachers, syllabuses) • The theory prescribes what should be taught, how it should be taught and assessments. • Policy guidelines prescribe principles, clarify procedures and outcomes of learning. READ: WHAT ARE OTHERS SAYING ABOUT THE TOPIC? REFLECT: HOW CAN I ADD TO IDEAS AND INFORMATION TO RESPOND: WHAT TO ADD TO MAKE THIS BETTER MAKE THIS INFORMATION BETTER 3 important R’s of collaboration
