A liberal education is focused on teaching knowledge ‘for its own sake’. The two words ‘liberal’ and ‘arts’ might stand somewhat awkwardly in our current landscape, the phrase implies freeing the human being through a study of a curriculum exposing pupils to a wide range of influences, arts, ideas, opinions and facts so that they … More A Knowledge Based Liberal Arts and Sciences Curriculum. Curriculum Series Number Seven.
Hirsch’s ‘Communal knowledge’ curriculum and aspects of Bruner’s ‘Spiral Curriculum’ are both predicated on the importance of teaching knowledge. Bruner’s might be a controversial choice as he is sometimes seen as quite a ‘progressive’ figure but, I argue here, there are important aspects of his work that warrant inclusion in the ‘knowledge-based’ category. Hirsch’s work … More Hirsch and Bruner: Two Knowledge-Based Curricula Models. Curriculum Series Number Six
In the fourth post of this series I suggested that all curricula teach knowledge and therefore some people think the idea of a ‘knowledge-based’ curriculum is no different as all curricula ‘teach knowledge’. But the term ‘knowledge-based’ does not mean merely the teaching of knowledge, there is much more to it than that. The first … More What is a Knowledge-Based Curriculum? Curriculum Series Number Five.
All curricula involve the teaching of knowledge which is why some people baulk at the idea of a ‘knowledge-based curriculum’. ‘We all teach knowledge’ they point out, as if there is no difference between anyone teaching a progressive curriculum and those teaching a more traditional academic one. As soon as one gets into the argument … More The Progressive Curriculum. Curriculum Series Number Four.
What is meant by the word curriculum? The online OED definition is quite narrow: The subjects comprising a course of study in a school or college. Decide your course, list the subjects that are to be covered and off you go. The word comes from the Latin ‘curriculum’ which meant a running, course, career, from … More What is a Curriculum? Curriculum Series Number Three.
The why of curriculum design is a hugely contested area, it is tied in to the ‘why’ of school itself and is driven by politics, values, ideology and what one feels is ‘right’. This is where there is no ‘right’ or ‘wrong’ about the design of curriculum one chooses, however there are right and wrong … More Curriculum Series Number Two: Curriculum Aims, ‘The Why’…
A striking conclusion that we have drawn from the findings is that, despite the fact that the curriculum is what is taught, there is little debate or reflection about it… there is a lack of clarity around the language of the curriculum. It is certainly possible that this ambiguity and lack of shared understanding expose … More Curriculum Series Number One: Curriculum Chaos