Curriculum Perspectives and Development

✍ Scribed by Marco Jutila

• Publisher: Nova Science Publishers
• Year: 2020
• Tongue: English
• Leaves: 151
• Category: Library

✦ Synopsis

Curriculum Perspectives and Development considers how the school curriculum should be organised in terms of subjects, considering the relative merits of seeking to integrate different traditional areas of knowledge rather than organising the curriculum to reflect disciplinary structures.The authors propose an extended Kantian model of arts education, presenting its verification through a survey of the Hong Kong arts education curriculum as a case study. In order to maximize growth and facilitate evaluation, it is suggested that students strive to demonstrate higher-level reflective writing. As such, this compilation describes the portfolio-based evaluation system one program employs.Lastly, the authors explore the relationship between spirituality and transformational learning, examining what spirituality may look like in a classroom setting and how it may potentially facilitate transformational learning.

✦ Table of Contents

Contents
Preface
Chapter 1
Lumping and Splitting in Curriculum Design: Curriculum Integration versus Disciplinary Specialism
Abstract
Introduction
Incommensurable Worldviews
Teachers as Conservatives
The Curriculum as a Collection of School Subjects
What Is It Important to Learn?
The Centrality of Values
Education for Society?
Where Do We Teach Transferable Skills?
Education to Support Student Aspirations?
An Authentic Science Education Engages with, But Should not Be Primarily Defined in Terms of, Science Content
Education for Cognitive Development
Cognitive Development Beyond Formal Operations
Science Curriculum for Promoting Intellectual Development
Education for Citizenship
A Liberal Curriculum for Holistic Development
Academic Disciplines
Contingent Disciplines
The Insidious Influence of Custom and Practice
School Science Subjects - Splitting and Lumping
Conceptualising Science as a School Subject
Reflecting Student Development
The Demands on the Teacher
Comparing the National Standards Across a Range of Countries
Environmental, Social and Health Issues
Integration of Science and Technology
Core Ideas
Learning as Progression
Overview of Curriculum Content within some National Systems
Brazil
China
Germany
Israel
Japan
Russia
United States
Challenges of Curriculum Design: The Case of the English National Curriculum for Science
Establishing ‘Science’ as a Unitary Curriculum Subject
Rejecting a Reformed Curriculum for Science
Science and the Disciplines
Implications of Curriculum Policy for Teacher Recruitment and Development
Systemic Inertia Resisting Reforms
Interpreting Curriculum Documents
Conclusion
References
Chapter 2
A Re-Interpretation of Kantian Aesthetic Theory to Contemporary Arts Curriculum: The Case of Hong Kong
Abstract
Introduction
An Extended Model of Kantian Arts Education
The Hong Kong Arts Curricula
Evaluation of the Proposed Kantian Model on Arts Education: A Case Study of Hong Kong
Conclusion
Recommendations
References
Chapter 3
Strategies for Effective Portfolio Writing
Abstract
Introduction
Proper Environment
Evidence
Documenting Reflective Practice
Writing
What Experience Has Taught Us
References
Chapter 4
Transformational Learning with Spirituality in the Classroom
Abstract
Introduction
References
Index
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