This book deals with curriculum issues and problems, and one of
its aims is to help practising teachers to clarify their own theory
and practice in relation to the curriculum. The contributors look
at three popular theories or sets of assumptions held by teachers:
the child-centred view of education; the subject-centred or
knowledge-centred view; and the society-centred view. Each of these
views is incomplete on its own, but each has something to
contribute in planning a curriculum as a whole, and the authors
emphasize that a comprehensive theory of curriculum planning would
take into account the individual nature of the pupil and also
recognize the social value of education. This kind of comprehensive
curriculum planning has been described as the situation-centred
curriculum, based on the idea that schools should be concerned with
preparing the young for the world as it will be when they leave
school. One of the purposes of education is to develop a child s
autonomy; he or she must learn to cope with the variety of
situations which will face him or her in society. Thus many
different approaches must be employed in establishing a basis for
the complex task of curriculum planning. The book draws on the
disciplines of philosophy, psychology, history and sociology to
suggest new approaches to curriculum objectives and evaluation. It
considers the theoretical bases of curriculum models, practical
issues of planning, evaluation and pedagogy and discusses some
urgent contemporary questions about the politics and control of the
curriculum.
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