Academic Rationalism

Acosta, Fernando Miranda, Sheila

BSE-I

DEFINITION An orientation to the curriculum that

honors the role of traditional content in the development of the rational human mind.

“What knowledge is most worth?”

CHARACTERISTICS curriculum as distinct subjects or

disciplines finding subject areas most worthy of

study oldest curriculum orientation Stresses the intrinsic value of the

subject matter and its role in developing the learner’s intellect, humanistic values and rationality.

PURPOSES transmit the knowledge, culture, and

aesthetics of one generation to the next. develop a personal commitment to

learning. develop a rational mind train students to do research

HOW? Mastery of knowledge through tradition “Mental Discipline” Memorize Analyze Classify Reconstruct

HISTORY: Rise of Academic Rationalism originates from the seven liberal arts of

the classical curriculum Starts from Ancient Greece and classical

Roman period Modified by Christian scholars in the

Middle Ages Prevailed in Europe and the US for 300

years

HISTORY: Decline of Academic Rationalism Declined in the U.S. in the 20th century,

with the growth of middle class and desire for vocational curriculum

Challenged by pragmatist philosophers like John Dewey but defended in the 1930s-40s by Chicago professors Robert Maynard Hutchins and Mortimer Adler

Academic Rationalism TODAY Present in curriculums of various U.S.

Catholic schools and private secondary schools

Liberal Arts still present in universities, but they are now more modern and bear a more professional orientation.

Issues Creates a two-tier system of education

Higher “cultural” traditions of an elite More concrete and practical lifestyles of

the masses Fallacy of Content

‘what’ vs. ‘how’ of learning Fallacy of Universalism

Content is interesting regardless of learner characteristics

Plato, The Republic (Book IV)

“the power of reason can

guide humankind closer to enhanced understanding and appreciation of the

eternal standards of truth,

goodness, and formal beauty”

REFERENCES Understanding and shaping curriculum:

what we teach and why - Thomas W. Hewitt

Curriculum development in language teaching - Jack C. Richards

Encyclopedia of Curriculum Studies, Volume 1 - Craig Alan Kridel