Curriculum Studies

10-Jan-2017

Curriculum Studies (1)

The starting point of any curriculum is the present state of the child, where the child is at the moment.

Allopathy, Homeopathy, and Naturopathy aims are the same, but Process is different. These are based on the paradigm. It is applicable to the curriculum also.

but the treatment to the curriculum.

Curriculum paradigms/Approaches/Model: (Epistemic Analysis)

1) Curriculum as Managerial/Technical paradigm

2) Process-oriented (or) Constructivist model

3) critical or praxeological model

4) Transformative or Emancipatory model 

(Emphasis is different between these all models)

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1)Managerial/Technical Approach: -

This is all about Product orientation (Completion of the syllabus as a goal). It is a factory model. The curriculum is done with managerial things/values that are

- Planning (Paying down objectives)

- Organization (Rules, Regulations, Training, hierarchy, Distribution of roles, etc.) -Performance measurement (Evaluation Assessment)

- Control (Use at Power & Resources} 

- Motivation (Its like conditioning people to do work ( Pavlov conditioning dogs)

- Conduct 

- Channels of communications

- Outcome

- Fixed end} {completion of the syllabus as a goal). Its like a factory model Process 

2) Oriented /Constructivist models-

- In Process oriented model their main focus is on learning. It focuses on these

a) Interaction (Teacher & student; student & Student) 

b) Teachers Autonomy (It also focuses on questioning things)

c) Experimentation & Innovation (Classroom as a laboratory)

(For this experimentation & Innovation, Law is the same, but the approach is different) 

d) Limited Freedom

3) Critical praxeological Approach:-

It is about the socio-political understanding of Human beings.

- Gradual historical, Political, biological understanding of the context 

- Focusing on structural matters which are class, caste, gender religion etc.

4) Transformative/Emancipatory model:- 

It is about Holistic understanding of Human being.

- Here more value is there for historical development & liberation of Child

It focuses on these 

a) Emotional Growth 

b) Self-understanding

c) How to be with others 

d) Ecological sensitivity

13 Jan 2017

Curriculum Studies (2)

Historical Traditions of Curriculum

(Constitutional Analysis)

Indian Context:-

Guru is the embodiment of knowledge/wisdom and Shishya is to experience that knowledge/ wisdom.

In the olden days, Guru is to teach Esoteric knowledge (APara) & Empirical Knowledge (Para)

Esoteric knowledge - (Apara) 

(Inside of you - Apara- Innerside)

- What is mind?

- What is consciousness?

- What is thought?

- About your own self?

Empirical Knowledge- (Para)

(Knowing outside of you - Para)

- What is Nature?

- What is Water?

- About World?

Guru is to teach both esoteric & Empirical Knowledge.

Western Context:

Aristotle categorized 3 Broad categories of knowledge a) Theoria b) Poiesis c) Praxis 

a) Theoria

-It is about a great deal of search

- Contemplative Wisdom 

(It is about organized thinking of Principles, laws, etc)

b) Poiesis

Creative action/ Manipulating the world

(Maintaining symbols with moral purpose)

Poiesis- Combining of meaning-making formation, production.

c) Praxis 

Knowledge + being 

(Transformative action) 

- It is about completeness

- This requires whole life time of Practice

Praxis: -

The curriculum idea is about to complete path of Humans 

- A Tiger is an Tiger (Behaviour), Fish is a fish, A tree is a tree. These all completing their parts. But Human is Human? 

- These all are broader parts of curriculum.

- Narrow Part of curriculum is "Universe of Propositions"

Universe of propositions:-

All these propositions are overlapped with each other in complex way

a) Logical Propositions

- Inductive Propositions

- Deductive Propositions

- Abductive Propositions

b) Semantic Propositions 

A Representation of reality in language. These Propositions are depends on word meaning in Dictionary. 

EX: It is a cat, It is a tree, etc.

c) Systematic Propositions 

·Propositions are based on some principles. That Basic principles (Axioms) Can't be proven. Which is applicable to common sense. 

Ex: Geometry, Democracy, etc. which are based on a set of principles, which we can't prove- (It is based on a little bit abstract of reality) Ex. Right to speak 

d) Empirical Propositions:-

- Assertion of Social + Natural Sciences will come from experiences.

These can be seen in experiences) 

Ex: Sociological, economic biological Political Physics, etc.

17, 20 Jan 2017

Curriculum Studies (3 & 4)

Overviews of Curriculum 

1) Epistemic Analysis

2) Constitutional Analysis

3) Systematic Analysis

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Systematic Analysis: 

a) Ideological curriculum

b) Formal curriculum

c) Operational curriculum

d) Experiential curriculun

e) Hidden Curriculum

A) Ideological curriculum:

- Curriculum is constructed by scholars or Teachers who have Ideals. 

- Ideology view of the world. It is a prescriptive curriculum 

EX: Democracy, communism, marxism, etc. Comes under the Ideological Platform.

B) Formal Curriculum:

The curriculum is legitimized by the State, & local boards. It is an authorized, documented, open, validated curriculum. 

- It is based on Discussions, commissions, etc. 

- Always it is compromised by someone.

Ex. CBSE NCF 2005

C) Operational Curriculum:-

- Operational (What actually happens or observed) Curriculum operationally in Documents & on the Internet. It is well-organised but it is negligible in reality.

- Practice of teachers, the conduct of students, and the whole atmosphere of the school will come in the operational curriculum.

D) Experiential Curriculum:

- What learners actually experience. It is clearly distinct from all other curriculum. 

- It includes the Teacher's & Students experiences here.

- It depends on the Individual.

20 Jan 2017

The hidden curriculum:-

It is also called Implicit, collateral, or Unintended Curriculum. Intensions are always hidden to us. Task of the hidden curriculum is to normalize. Hidden curriculum ( It has total atmosphere of school) It normalizes so many thing that are: 

- Normalizing property relations

- Normalizing social hierarchy (Stratifications) 

- Normalizing common sense (Unexamined bag of things- Thinking all students have the same capability)

- Normalizing obedience (It is having value Judgement as a troublemaker) 

- Normalizing mind/body split (One part is privileged than the other Mind > Body)

- Normalizing epistemic stance (Knowledge)

 -Normalizing behavior (For instance conditioning) 

- Normalizing Cultural Products (Way of clothing, movies, diet, etc)

- Normalizing Response to time 

- Normalizing Boredom

These all are systematic overviews. Instead of questioning Normalizing the thing/subjects.

24 Jan 2017

Curriculum Studies (5)

The Basic curriculum process 

There are 3 steps in the Curriculum process

Step-1:- Classification of available Public knowledge

Step-2:- Selection of objectives (Operationalizing of the curriculum) 

Step-3:- Curriculum organization (Bridge between Step-1 & step 2)

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Step-1:- Classification of available Public knowledge

Classification of available public knowledge (Distinct Domains):-

- Language 

- Logic & Mathematics 

- Physical sciences {Physics, Chemistry, Biology Empirical sciences)

- Physical Education (Sports/Health)

- Human sciences/Humanities

- Vocational (Learning through doing)

- Ethics/Moral Sciences (Religious - Way to Judge what is right, & wrong) 

- Performing arts (With whole body Dance, drama Singing) & Fine arts (Drawing, painting)

- Human Sciences (Economics, civics, etc.) Humanities

They will not share the same objectives & Platform, but they are interrelated.

Step-2:- Selection of objectives

- Creative thinking, Observation, Expression Logical abilities, understanding, Critical Reasonable abilities, listening, CitizenShip skills (Responsibilities), Speaking skills, writing skills, Autonomy (Emancipation)

-All this leads us to discipline. 

- Objectives are legitimate to social demands

-Religion & Mythology both are legitimate according to context.

Teaching mythological stories in not religious saying about Jesus Christ, Allah, Prophet, Gurunanak, etc. is not about religion.

Step-3:- Curriculum organization

It is like constructing a bridge between the "Availability of public domain of Knowledge" & "objectives" 

- There is a General principle for doing this which is pedagogy.

Pedagogy- Paedia (means child) + agogics (who accompanies him/her). Pedagogy drives as a bridge between them.

It is a mapping exercise between them. Curriculum organizations will do mapping exercises between Available knowledge & curriculum objectives 

-Classrooms, schools, etc will act as mapping exercises.

27 Jan 2017

Curriculum Studies (6)

Development of selection Tools (For school, Children & Adolescence): 

Development of knowledge to child from Available knowledge. When we want Plan and decide the curriculum, we must have some assumptions about so many things

- Assumptions about learning

- Assumptions about Teaching

- Assumptions about learner 

- Assumptions about the Teacher

- Assumptions about School

- Assumptions about schooling process 

- Assumptions about knowledge

- Assumptions about the behavior

- Assumptions about Assessment

- Assumption about Thinking

Personal (subjective) ---- > Political/Social 

These are the mechanical Process. They will take the interjection from these assumptions, which are based on political & social compromise.

Based on these all assumptions they made Curriculum. 

These assumptions are articulated, & also have social experiences.

These assumptions are coming From Head & Heart 

Constraints:- Time, Humans, Resources 

It completely depends on choice theory, Everything we can't take in it. Because it will give burden to children and makers too. It was framed with so many sacrifices, changes, compromises, etc.

Three Themes:

Those all assumptions will emphasize mostly 3 things.

Emphasis on Individual

Emphasis on Knowledge

Emphasis on Society

These all have distinct characteristics but share some characteristics eachother.

03, 07, 10, 14, 17, 21 Feb 2017

Curriculum Studies (7, 8, 9, 10, 11 & 12)

John Dewey:- (Child and Curriculum)

John Dewy worked on "Theory of Pragmatism (Pragmatism- learning by doing or Learning by Experience.)

One is Philosophy & Psychology are Penetrations in his theory 

From the Philosophy of "OR" to the Philosophy of "And" 

Central thesis:- Opposition of child & curriculum (Dewy found these problems)

Evidence:- Evidence is the nature between the child & curriculum 

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Nature at Child (Philosophy of or) 

- Affective (It is related to emotions, Personal contact, sympathy, etc)

- Limited space (Home) & time (Yesterday, Today)

- Private knowledge in Home

- Knowledge is Rooted in personal experiences interests, memory.

- Psychological Being (Driven by emotions)

Nature at Curriculum (Philosophy of And) 

- Curriculum was/is driven by Facts & laws (Impersonal facts & general laws) 

- Larger space (Country, worlds) & Time (Centuries, History)

- Public knowledge in School

- Divisionalised Abstract, fragmental Knowledge (These are beyond experience)

- Logical Being (Driven by facts)

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07 Feb 2017

These all are tensions between children and the curriculum. Tensions lead to ideologies.

John Dewey is saying that Child and Curriculum are not at opposite sides, there is a line and that line connects both sides. The central education problem is opposition.

Child:

Natural curiosity

+

Raw instincts

Develop these into the formal enquiry habits

Curriculum

Formal curriculum ---> Identity powers that can be traced into the child

Attempted Synthesis

Logicize the child's innate characteristics 

Psychologicalise the curriculum

John Dewey is giving some examples of how we can psychologicalise curriculum and logicize children's innate characteristics through the example of subjects.

Biology:

Biology is the best step to develop curiosity in a child.

-Plants have simple biological systems and animals have much more complex biological systems. 

- There is a tendency to see how the plant grow upwards towards Sun.

- By making them to observe how plants will grow then we need to say about photosynthesis.

History: 

History is a narrative. John Dewey is not talking about Child centric or curriculum centric 

- Psychological part of the curriculum is to narrate - Quasi history narration. It will aware historical imagination 

- Known to unknown is a way to awaken historical imagination, Child was known to Narratives through this teach historical Stories.

- Child is fascinated by stories. This happens in everyone's life 

Art:-

- Child art is a mental representation of the Psyche 

- Child has no embarrassment, no aesthetic criteria, whereas an adult is frightened & embarrassed.

- Children argue with formal artists also 

- Teacher Projects her own mind on the child - This should not be done 

- Subjecting the children to competition, is the worst thing which kills child curiosity 

- Teaching has to be done consciousness.

- Child is a natural artist without any fear they make fine arts and try to develop them (Psychologicalising Curriculum & Logicize child innate characteristics. 

- Instructor has to open the door, & child has to walk 

- Don't confuse with the curricular process with the socio-political context of the curriculum. 

- Synthesis - Bringing two things in a Holistic way

- Tasting things - Digesting things - Consequences of Political decisions on education are faced by the children.

- Political is different from Politics

- Immaturity of children & maturity of Adults is the old context of the education system. 

The new context says Childs Presents Power & Interest as something significant. 

Truth is children learning is Fluid & moving (attempted synthesis-reality) Day by day & Hour by hour 

•Education is a social effort, contextual belief (Context of you & Others)

- We discussed about the selection of choices, what to include & what to exclude is difficult to choose, for that we need vision, and we need to take wide accepted Vision. 

10 Feb 2017

Close Readings of "Child and Curriculum"

1) "The subject matter of science, history art serves to reveal the child to us"

- These subjects much related to developing child curiosity 

- Mature things will come from child only (Once upon a time Newton is also a Child)

- Instint Should become a power to the child (Which is already in the child)

--

Semantic Power

Logical Power 

Oservational Power

Imaginary power 

Analytic Power 

Narrative Power 

Asthetic Power, etc

These are the powers to develop in the Child.

2) "Guidance is freeing the life Process for its own most adequate fulfillment."

- Guidance- who is guiding

- Life Process phenomena, Natural or objective

- Its Personal Fulfillment with out any socio-economic things 

3) "Development is a definite process having its own laws"

- Definite - Autonomus

- Process - It is define in nature (not Vague Its Personal)

- Self-examination happens in Adults, Child doesn't have this. It can be done through experiences (Self-examination/realization happies through experiences)

- Nature of laws- Co-ordination, cognitive development.

- Definite Process is cognitive development

14 Jan 2017

4) Map is not a substitute for personal experience

- Map curricular framework

- Map of the curriculum is not the real experience 

- Map of Banglore is not real Banglore

- Map is important, experience is more important; Map needs to guide you.

- Experience background things (1st Hand Experiences) brooded ge 

- Its about ground upwards experience map readings are downward experiences

- Reading theory & Practing that theory is about upwards to downwards

-Map is not experience but a map can help as a guide.

- Curriculum map formalizes the experience.

5) "Hence Students matters need to be (Re inserted) Reinstated, into experience" 

- Things are already there in the experience of the child we need to formalize 

- Restated experiential root (Why & How come to experiential knowledge & some we can't give experiential knowledge"

6 "Every Subject has a double aspect"

- The knowledge of the expert & the knowledge of the teacher. 

- The knowledge of an expert is disciplined, very deep. An expert doesn't think about teaching while Preparing for knowledge.

- Discipline is the product of expert (All subjects are discipline, and the curriculum is an inter-discipline)

- Knowledge of Teacher - Create the right learning experience for the Child 

- But Knowledge to give children is simple

7) "Material directly offered as a substitute for Child's Present life (It should be avoided)" 

- Material- A kind of knowledge 

Learning means Not transferring data or storing data, it means giving meaning to life.

17 Feb 2017

Symbolic Representation 

- You can understand these symbols when we experience or learned about symbols

- Led up to- leading up to a particular point

- 1st experiencial leaming then symbolic representation

EX:- Making Idly (F. (RI) ---> I } 

3 EVILS 

It destroys the organic need to learn 

1) Abstract concepts

2) Lack of motivation

3) Final & Precise teaching

1) Abstract concerts:-

- Teaching symbols without experience, relation, etc.

- 1st Don't teach Abstract concepts, After experience or while experiencing teach the word mango is not real mango.

- We are teaching head of our experience.

2) The lack of Motivation: -

- Child has inner/innate motives (Observation, Intelligence Questioning) 

- Primary task is to teach not to destroy the inner motives.

- Innate disposition of living being is to survive. 

- If the child loses his/her innate motives- S/he becomes 2nd hand being.

- The child has an organic need to learn, by giving abstract don't kill the organic need.

- The Child have to feel the necessity to learn

- When we are not hungry. If you give food it will digest. No right food at wrong time or No wrong food at the right time

3) Final & Precise Teaching -

- Don't make final product, make an environment for better learning 

- No Idio syncratic: There is no focus on Individual Interest.

- Don't impose adult knowledge on child

- न राम मिले, न माया मिले 

- Right Food at Right time

21 Feb 2017 

3 Tricks:- (John Dewy called this as substitute effects)

- Schooling is an Institution 

- Power of the institution is amorous

- Human beings is cunning the other animals 

- Human as Camoplash (Changing According to Environment)

- Sudo learning appears as Geniune Learning 

John Dewy gives 3 instances of how sudo learning circulated as genuine Learning 

1) Authenticity= Familiarity (Repetition)

2) Suger Coating 

3) Constract Effect

Trick-1:- Authenticity= Familiarity 

- It is about not true, but we make it true by repetition. 

- It happens From outside than inside.

Trick-2 Suger Coating (False Pedagogy)

- Sugar coating to a bitter tablet

- Make fakely interesting things 

- Start with play to read huge readings (Seifun- 1st play then learn)

Tick-3 Contrast Effect

Contrast Effect (Reward & Punishment)

- Doing things (Learning) to avoid punishment & to get a reward

- Learning things for reward than real learning & making meanings 

- For Dewy reward & Punishment is not authentic

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- These 3 tricks are called substitute effects for genuine learning of self

- If You give external motivation, They (I& we) will forget inner motivation.

- Learning for learning is different from learning to avoid Punishment