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Dr. Shaik Abdul Malik's Lecture
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History as a
Curriculum Base
Lecture 3
PLG 517
Curriculum Studies
Dr. Shaik Abdul Malik Mohamed Ismail
Example: Rules for
Teachers, 1872
Teachers each day will fill lamps, clean chimneys.
Each teacher will bring a bucket of water and a scuttle of coal for the day's session
Make your pens carefully. You may whittle nibs to the individual taste of the pupils.
Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly.
After ten hours in school, the teachers may spend the remaining time reading the Bible or other good books.
Women teachers who marry or engage in unseemly conduct will be dismissed.
Every teacher should lay aside from each pay a goodly sum of his earnings for his benefit during his declining years so that he will not become a burden on society.
Any teacher who smokes, uses liquor in any form, frequents pool or public halls, or gets shaved in a barber shop will give good reason to suspect his worth, intention, integrity and honesty.
The teacher who performs his labor faithfully and without fault for five years will be given an increase of twenty-five cents per week in his pay, providing the Board of Education approves.
Introduction
Curriculum taught in a given classroom,
school, state or nation is never fixed in
any final sense
Any curriculum planned or enacted
should be viewed as the end point of a
series of human decisions, and such, it
is subject to constant review
New ideas about curriculum constantly
supplant old ones, and thus curriculum
inevitably change
How understanding of curriculum history
can influence decisions relating to
curriculum planning and development
The Need for Historical
Perspective
The need to understand of history to
avoid repeating the mistakes of the past
and to also better prepare for the future:
• The development of ideas in education is part
of our intellectual and cultural heritage
• A truly educated person has a sense of
historical context
• An understanding of various theories and
practices in education requires an
understanding of historical foundations
• An understanding of historical foundations in
education helps us integrate curriculum,
instruction and teaching
• History illuminates current pedagogical
practices
• In developing a common or core curriculum, a
historical perspective is essential
• With historical perspective, curriculum
specialists can better understand the
relationship between content and process in
subject areas
• References to history, especially case
examples, contribute to academic education’s
moral dimension
• The history of education permits practitioners
to understand relationships between what
students of the past learned and what
students now learn
• The study of education history is important for
the purpose of education theory and research
Three focal point for
Curriculum History
Three focal points around which
decisions about curricula can be made:
• Nature of Subject matter
• Nature of Society
• Nature of Individual
Subject Matter
• Questions: Does the subject matter being
taught adequately represent to the student
and the reality of the surrounding world?
• Does the way the subject matter has been
organised adequately reflect its own
inherent logic?
Responses:• What to include and what to exclude
• Amount of time available to teach everything that might be learned about the world
• Are some subject matter more intrinsically worthwhile than others?
• Chosen subject matter realistically represent the reality of the world beyond the student’s immediate experience
• Good subject matter should be rooted in, and
should accurately transmit, reality of the world
and the rooting may be empirical/historical
evidence etc
The Nature of Society
• Questions: Does the curriculum sufficiently
reflect a broad range of the cultural, political,
and economic characteristics of the social
context in which it exists so that the student
may both fit into the society in the future yet
also be able to change that society?
Responses:• Choosing subject matter to be included within the
curriculum is usefulness
• Does the curriculum has utilitarian value for application sake
• Curriculum derived from at least part of the society surrounding
• e.g., Computers for instance had no utilitarian value within the curriculum before there were computers, but it has had increasing value as modern society has become increasingly dependent on computers
• Curriculum promotes desirable future
changes in society e.g. desirable and
undesirable characteristics of society – e.g.
illegal drugs, street corners etc
The Nature of Individuals
• Questions: Does the curriculum
sufficiently account for the interests
and developmental needs of
individuals students so that each
individual may optimally benefit from
it?
Responses:
• The purpose of education includes fostering
the developmental growth of each individual
• Curriculum therefore to consist of eternally
true knowledge and immediately useful skills
• Curriculum should never be an end in itself,
but rather as a medium through which the
more important end of developmental growth
is fostered
• Since growth can never be quite the same for
each individual, the same curriculum can
never be equally appropriate for each student
The Case of United States
Colonial Era and the Early United States• 17th and 18th century along the Atlantic
seaboard were mainly under British control
• Settlers shared two common assumptions about education: 1) only a few people needed much formal education
• Formal education should be directed at bringing people into conformity with some prevailing ideal of what an educated people should be
The Harvard Curriculum
Harvard the first higher education in the US
founded in 1636
Its early curriculum provides a good indication
of what the elementary and secondary
education in colonial America
The curriculum specified – study of logic,
physics, rhetoric, history, botany, ethics,
politics, arithmetic, geometry and astronomy
Franklin Academy
One challenge to prevailing beliefs about
education and the curriculum of
American schools was made by
Benjamin Franklin in 1749
Proposed a creation of an academy that
would emphasize training in practical
subjects
Unsuccessful, his proposal was designed to
bring education into closer touch with the
practical pursuit of colonial life
Introduced more subjects, classical studies
would be taught but not required of everyone
Students’ prospective professions would
determine which language they studied
Summary: Curriculum and its purposes had
changed little
Harvard course of studies of 1642 still
dominant
It was until the 19th century “the second focal
point” for making curriculum decisions - that is,
society – became widely accepted, as
proposed by Franklin
Nineteenth Century
Beginning of 19th century, formal
education in the US directed toward the
training of the mind and was still limited
to the small proportion of the population
deemed suitable
During this era, many American began to
accept the idea that the masses could
also become cultivated
Influence of the political life
Major sociological changes
Urbanised and industrialise
By the end of the 19th century, the elementary schools of large American cities were flooded with students and Latin grammar school seemed inappropriate
Common School Movement and
Expansion of the Curriculum
Equal educational opportunities through
publicly controlled and financed system
of elementary and secondary education
Common school movement was an effort
to democratise American education by
making the same kind of schooling
available to all
By the mid of the century, public schools
were teaching not only the usual Latin
Grammar subjects but also subjects
such as French, Geography, Logic,
Citizenship, drawing, music, algebra,
chemistry, natural philosophy, human
physiology, bookeeping, surveying, etc
1876 – National Education
Association
Founded in 1857 the National Teachers Association changed its name to NEA in 1870
NEA in 1876 addressed the question of what the curriculum should be in a report titled” A Course of Study from Primary School to University
The committee suggested a single unified curriculum linking elementary, secondary, and higher education and that the curriculum should reflect the unified nature of knowledge
The report, was very much a defense of
subject-centred curricula
It focused on the criteria of accuracy,
breadth, and consistency of knowledge
as the justification for the specific subject
it recommended
Five essential groups of knowledge:
Inorganic Nature: Maths, Physics
Organic Nature: e.g. Natural History, Geology
Theoretical Man or Intellect: Logic, Psychology
Practical Man or Will: Social and Political Science
Aesthetical Man: Fine Arts, Literature
1893: The Committee of Ten
By the 1890s, immigration was at its
peak and the industrialisation and
urbanisation were in full swing
Elementary school is compulsory
Most children of secondary school age
were free to leave school
Summary of the committee of ten recommendation:• The classical and Latin Scientific Programs required
four years of French and German, whereas the English Program called for four years of either Latin, German or French. Commenting on the latter two programs, which did not require Latin, the committee stated: “The programs called respectively Modern Languages and English must in practice be distinctly inferior to the other two. “… Thus the committee had created a track system, with two superior and two inferior tracks. Yet the committee intended all four programs to be equally acceptable for admission to college.”
1895: The Committee of Fifteen
One group of educators was dissatisfied with the 1983 report was the Herbartians
Originally followers of the educational ideas of the German philosopher Johann Friedrich Herbart
Concerned with how knowledge is organized
Advocated correlation and concentration as principles of curriculum organisation; believed that all knowledge could be centred around the core subject of history and literature
Twentieth Century
Progressive era
Worldwide social reform movement
Progressive meant that schools should in many ways attempt to improve the lives of individuals
John Dewey became the guiding spirit of progressive education
Dewey’s writing emphasized individual experience
How individual experience is influenced by society-as-it-is but can lead to social change and why subject matter can be used to increase the quality of experience
The Cardinal Principles of Secondary Education• Greater number of children remaining in schools
• Encompasses all of life experiences
• Subject of education should be:• Health
• Command of fundamental processes
• Worthy of home membership
• Vocation
• Citizenship
• Worthy use of leisure
• Ethical Character
Franklin Bobbitt and Activity Analysis
• Bobbitt 1924: Activity Analysis: The
procedures emphasised efficiency,
standardisation, and specialisation
Child-Centred Pedagogy
• Emphasised on Child nature
• Child centred pedagogy
• Yet honour the three focal points
1927 NSSE Yearbook
• National Society for the Study of Education
• Identified 18 central questions ranging from
schooling age, curriculum role in adult prep.,
social improvement, role of subject matter,
general vs specialised education, individual
differences, form of curriculum organisation,
methods of teaching etc
The Eight Year Study
• Two basic purposes
• Establish a relationship between school and
college that would permit and encourage
reconstruction in the secondary school
• Exploration and experimentation how the high
school in the US can serve youth more effectively
After World War II
• America entry into WWII national attention
turn toward training and preparedness
Sputnik and the National Response
• SU launch in October 1957 the first human-
made satellite to orbit the earth
• Calls to train better generation scientists
• Changing schools in fundamental ways
(better teachers and subject centred
curriculum)
Reform movements
21st Century Prospects
• Curriculum alignment
• High-stakes testing
• How to create a balance of the focal points
despite the general drift toward uniformity and
standardization
Malaysian Context
The country’s educational goals are manifested in the Malaysian
National Education Philosophy (NEP) which states that:
Education in Malaysia is an on-going effort towards further developing the
potential of individuals in a holistic and integrated manner so as to
produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious, based on a firm belief in and
devotion to God. Such an effort is designed to produce Malaysian citizens
who are knowledgeable and competent, who possess high moral
standards, and who are responsible and capable of achieving a high level
of personal well-being, as well as being able to contribute to
the betterment of the family, the society and the nation at large
The education system
A uniform system of education in both primary and
secondary schools has been established whereby a national
curriculum is used in all schools. Common central
assessment and examinations at the end of the respective
periods of schooling are also being practised. The national
language, Malay, is the official language of instruction.
Curriculum philosophy
The school curriculum is expected to contribute to the
holistic development of the individual (mental, emotional
physical, spiritual) by imparting general knowledge and
skills, fostering healthy attitudes and instilling accepted
moral values. The aim is to produce Malaysian citizens
who are balanced, trained, skilful and cherish the national
aspiration for unity. The general direction for on-going
curriculum reform is to improve the quality of education in
order to achieve the aims of the National Education
Philosophy
Central Curriculum Committee. (Secretariat: Central Curriculum
Committee, Ministry of Education.) Functions:
formulate curriculum policies, as well as study their implications;
determine the direction of curriculum development and co-ordinate efforts to achieve this goal;
consider and make recommendations concerning education planning and implementation, as well as to present these findings to the Educational Planning Committee;
study the implications of curriculum programmes
make decisions accordingly;
determine aspects which require research and study
Careful planning is necessary to ensure the implementation of the
curriculum. Thus, the school plays an important role in creating a
conducive environment encouraging excellence. In this respect,
headmasters and teachers need to understand and internalize the
National Education Philosophy, the aims and objectives of the
National Education Policy and the integrated approach of the
curriculum. Apart from the school and parents, society also plays
an important role. The success of the curriculum depends on
society’s support in assisting the school to develop pupils’
personalities and to participate actively in matters relating to
education
Issue: Malaysia
Sex Education
Assessment reforms
END
Thank you