Discussion Forum Post #1 Neutral Curriculum COLLAPSE 379dbd31-5828-4 false <> To define a neutral curriculum would be like a caged cheetah. We all know the potential that this type of animal has but would never know its full potential unless it was let go. The same is with a neutral curriculum. Curriculum itself has vast potential based off the foundations of the teacher who conveys his or her thoughts to a particular classroom. To neutralize that effect would not maximize the many possible outcomes to student based learning off indoctrination as Brummelen explains. “If indoctrination means giving views without complete reasons, then most education of younger children involves indoctrination”(Brummelen, 2002, p. 3). It also has everything to do with the teacher and how they present their material. All teachers have their own bias towards certain ideas and beliefs and to allow their students to base their own opinions and judgments off what the teacher is trying to explain then allows them to reach their own conclusions. Brummelen states, “That is the only way to be sincere and get students to think about what is right and wrong. Interpretation enters any meaningful argument. Good teachers hold, express and defend moral and religious views” (2002, p. 3). There are many hurdles in the way a private and public schools would view these criteria. First off, the curricula are more secular than that of Christian schools. Many different organizations such as the government and publishing companies play the role in how the curriculum is delivered in the diversity of the two as well. I think that a neutral curriculum would be more evident in public schools than in Christian schools because it is a curriculum that is secular and suitable to all children. It also presents, as Brummelen mentions, a concept of dualistic view. “It’s a view of the world where Christian faith is a private concern that has little to do with the warp and woof of life in society”(Brummelen, 2002, p. 4). In regards to both, curriculum still must be taught with a sense of developing autonomy and allowing students free will in developing their creative and critical decision making skills. Unfortunately, in today’s time, teachers who express their Christian beliefs towards students can suffer consequences like formal reprimands and loss of job. I think that their needs to be more people like myself, who are Christian, working in a public school system that maintain a sense of fairness and equity. “You should give students full freedom to consider and adopt points of view that differ from yours. However, you should not sell your students short by not indicating your beliefs and your reasons for them at appropriate points” (Brummelen, 2002, p. 12). Brummelen, H. V. (2002). Steppingstones to Curriculum (2nd ed.). Colorado Springs, Colorado: Purposeful Design Publications. Reply Quote Message Unread Mark as Unread Message Not Flagged Set Flag August 22, 2013 6:03:56 AM EDT 7 hours ago _38646614_1 Deborah Davis PUBLISHED Response to: Discussion Forum Post #1 Neutral Curriculum COLLAPSE 46dc35b6-4f50-4 false Parent Post I find your words, “In regards to both, curriculum still must be taught with a sense of developing autonomy and allowing students free will in developing their creative and critical decision making skills” particularly interesting in light of our reading in the Miller text this week. “According to Piaget the structuralist, the nature of mental structures changes as they develop” (Miller, 2002, p. 33). So, if developing autonomy is part of the instructor’s duties, then the teacher must work within the mental stages where the students are at the time of the teaching. This opens up a world of potential. While much of Piaget’s work was with children, I believe there is never a time when we stop developing. If we do, we die. As educators, we should never stop teaching – never stop learning. As Christians, we have an obligation to Jesus to share Him in everything we do. I’m sure we are all familiar with St Francis of Assisi’s words, “Preach the gospel always, if necessary, use words.” To that end, the students are our congregation, and the tools of our teaching are our pulpits. We have to live the gospel to preach the gospel. Our students are so impressionable, and our position as teachers makes us in a position of authority. It also makes us vulnerable to the sin of pride. We must pray for both humility and strength to present the gospel, through whatever means, as we work with our students where they are in their own development. That, at the college level is a challenge of diversity. Miller, P. H. (2002). Theories of Developmental Psychology. Worth Publishers: New York.