Philosophy, education and the curriculum
Associate Professor C W Evers
12 points
* 3 hours per week
* Second semester
* Clayton
Objectives Upon successful completion of this subject, students should be aware of the main theories of knowledge that have been most influential in curriculum development and planning, and have an understanding of how these theories have influenced curriculum theory and practice.
Synopsis In this subject we examine the ways curriculum development and design, and teaching practice, reflect different assumptions about knowledge and learning. The first of these is that knowledge organised into disciplines provides structures which determine what and how we teach. The second involves a flexible conception of knowledge which is based on a view of curriculum influenced by cultural, social, developmental and political factors. We examine assumptions behind integrated, nondisciplinary and crossdisciplinary education; the implications of the way children learn and develop for curriculum development; how curriculum is influenced by moral, social and political views; what considerations about knowledge can help us decide what to teach and in what sequence; whether there is a difference in kind between historical, mathematical and scientific knowledge (including the social sciences). Consequences of these assumptions for current educational practices are explored and evaluated.
Assessment Two assignments (3000 words each): 100%
* Seminar
presentation
Recommended texts
Doll W E A post-modern perspective on curriculum Teachers College Press, 1993
Halliday J Markets, managers and theory in education Falmer, 1990
Marsh C J Key concepts for understanding curriculum Falmer, 1992
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