Unit I John Dewey- Curriculum

B.Ed C5 notes

1. Course 5 UNDERSTANDING DISCIPLINES AND SUBJECTS Unit I Disciplines and Subjects by Mary Hilda V Asst. Professor Loyola College of Education, Chennai

2. Content Curriculum content – meaning, definitions and importance John Dewey’s ideas on disciplinary knowledge and curriculum Course 5: Unit- 1

3. Curriculum content – meaning Latin word - “ Currer ” meaning “run ”. Curriculum - course of studies – followed by teacher and students Key element and basic part of educational process. utilized by the school to attain goal. Course 5: Unit- 1

4. Content - Meaning United with goals and objectives. Responded to learner need. Use of integrated approach. Integrates the cognitive, skill, and affective components

5. Curriculum definitions "It (curriculum) is a tool in the hands of the artist(teacher) to mould his material (pupil) according to his ideal (objective) in his studio (school)" - Cunningam Curriculum is plan for action. - Hilda Taba " Whatever the mode of expression, the subject matter is the sustantative hard core of the curriculum" – Beauchamp.

6. Curriculum importance Tool in the hands of the teacher to plan and guide. whole human knowledge concentrates. Attain the purpose of education. Total learning experience. Activities to realize the objectives

7. Selection of content- criteria

8. Self-sufficiency The content prescribed in the curriculum should satisfy the present needs as well as the future expectations of the students. It should be limited but self-explanatory and be helpful in learning with fewer and concise topics.

9. Significance the content selected should help students increase their knowledge, provide meaningful experiences, and develop skills needed to solve the problems faced in day to day life.

10. Validity Validity of the curriculum refers to the appropriateness of the contents selected for pupils learning to achieve the stated objectives. Curriculum contents should be factual, authentic and conforming to the objectives.

11. Interest Interests are always related to pupil’s background knowledge, abilities and current events. Subject matter of the curriculum should connect the students’ interest with the new learning experiences.

12. Utility Presided content should be of practical use and helpful to students for the present and also for the future. It should pose a challenge to the intellect of the student. Help in the development of innate potentials and prepare him for facing the problems of life.

13. Learnability Students ’ age and developments level should be borne in mind while selecting the content. It should neither be too easy nor too difficult for that stage.

14. Feasibility Curriculum content should not be ideal, but keep in view the ground realities. Availability of resources, time limit, expertise of the teaching staff, prevailing social and political conditions and the rules and regulations in force should be kept in mind while carefully selecting the curriculum content. If such care is not taken, the curriculum will meet with failure.

15. John Dewey’s idea “Education is not preparation for life; education is life itself. Education, therefore, is a process of living and not a preparation for future living.”

16. John Dewey’s ideas on disciplinary knowledge and curriculum No fixed goals on education he emphasis on immediate or proximate aims. Rejected Curriculum centered view of education ‘reinstate into experience’ ‘psychologize the curriculum by constructing an environment.

17. Experiential education Dewey focused his concept of “instrumentalism” in education on “learning by doing or hands-on learning”, which means to learn not only by the theory, but also by the practice. “Instrumentalism” is a theory of knowledge created by Dewey in which ideas are seen to exist primarily as instruments for the solution of problems encountered in the environment.

18. The school’s role Dewey stressed the importance of education in school not only as a place to gain content knowledge, but also as a place to learn how to live. The purpose of education should be the realization of everybody’s full potential and the ability to use any skills for the greater good.

19. The educational process’ role Dewey advocated for an educational structure that makes a balance between the child and the curriculum, that is to say, delivering knowledge while also taking into account the interests and experiences of the student.

20. The teacher’s role The teacher’s role should be that of facilitator and guide since the teacher becomes a partner in the learning process who leads students to independently discover meaning within the subject area.

21. Teaching and learning process Learning begins with stimulus – coordinating involving sensory and motor actions. Past experience taken into account. Past experience – present situation – furture moments.

22. Aims of Education Realization of ones’ full potential and ability. Schools- teach how to think. Learn to live and do work co operatively.

23. Dewey’s Concept Of Curriculum   No fixed curriculum   Child Centred activities .   Integrated Curriculum

24. scheme of education Play period from 4 to 8 years of age. Period of spontaneous attention from 8 to 12. P eriod of reflective attention from 12 on wards.

25. Conclusion Dewey considered schools and civil society as two fundamental elements and major topics that need attention and reconstruction to encourage experimental intelligence and plurality in order to improve our life and environment. Dewey strongly believed that students must be active learning perceivers and critical thinkers rather than passive believers and receivers of information.