Education Institutions Constitute A Scientific Domain Essay

3. The author compares today’s school system to that of the past, which concerned itself with teaching students,

It became clear that in order to form a sound, functional democracy, education was most essential. Every citizen, although at the time only males could be citizens, needed to have some form of education. What was it that the citizen was to learn while in school? It became clear that education itself consisted of literacy, knowledge, research and the understanding of the Bill of Rights; those are what would make democracy succeed (Barber 416). Education as it was understood not only consisted of the basics, but also consisted of the government and rights. The importance of knowledge of government was not underestimated. He described the tuning point in education as the industrial revolution. Barber says “We have watch this commercialization and privatization, a distortion of the education mission and its content, going to the heart of our schools themselves.” (417). He is arguing that devices and television programs have become diluted with advertisements and that, with programs like Channel One, they have begun to affect education in schools. Tannen, on the other hand, argues that education and its present forms gained traction with the Greeks and continued through the middle ages. She tells how young men left home to attend institutions of higher learning. Through their experiences she says, “students at these institutions were trained not to discover the truth but to argue either side of

Ralph Tyler (1957) describes curriculum as “. . . all the learning experiences planned and directed by the school to attain its educational goals (Glatthorn, 2011, p.3). Going by this definition, one can regard curricula as encompassing what is taught in the classroom, as well as

The author compares today’s school system to that of the past, which concerned itself with teaching students,

Throughout this paper, I will be giving oversight to the four curriculum ideologies; Social Reconstruction, Social Efficiency, Scholar Academic and Learner

Education is the most vital part of man’s existence. The concept of education started in the ancient days and continues to the modern age. Education has existed before this current age, but modern education has been labeled as the most significant part of any possible profession. This assumption is not making waves in the United States of America only, but in the whole world wide. Despite the unique and distinct languages that exist throughout the world, young and developing minds still seek education and new knowledge as technology keeps changing. Education is the backbone and the platform in which we build and develop our own unique ideas that has become

During my first semester at Touro College, I took a course on the History and Philosophy of Education and Special Education. Throughout this course, I was introduced to many philosophers and their theories, which helped me to develop a personal educational philosophy that I will implement into my own future classrooms. In our very first class session, we examined the word ‘education’. Education derives from two Latin roots, educare: to bring up, to train, to teach, and educere: to lead forth, to draw forth, to guide. In the world of education today, a child’s success in school is primarily dependant on his or her ability to pass standardized tests; this embodies the concept of educare. Knowledge is passed down from the teacher to the

Education is a topic that can be explored in many ways. Education is looked at in depth by both Richard Rodriguez in his essay, “The Achievement of Desire”, and by Paulo Freire in his essay, “The ‘Banking’ Concept of Education.” After reading both essays, one can make some assumptions about different methods of education and exactly by which method Rodriguez was taught. The types of relationships Rodriguez had with his teachers, family and in life were affected by specific styles of education.

Education both influences and reflects the values and aspirations of a society. It is therefore important to recognise a set of common aims, values and purposes that underpin a school curriculum and the work of schools in a range of countries (DfE, 2008). This comparative study will explore the curricula of England and Finland - discussing the history, structure and contents; and consider which of the above are more useful in preparing young adults for life in the modern society. With reference to the modern society, it is important to understand that what makes a society modern is entirely a subjective ideology. This takes into consideration that the views and expectations of one modern society may differ from the views and expectations

Schools also have a hidden curriculum in which values and norms of behaviour are transmitted. For example, wearing a school uniform and keeping to a set timetable can all be seen as activities that encourage particular standards of behaviour which could be viewed as producing disciplined future workers. Therefore the hidden curriculum implies that pupils not only learn formal subjects such as English or physics but also receive hidden messages about their class, ethnicity and gender from their experience of schooling. Through the choice of teaching strategies and characteristics chosen to be employed by educational institutions it indirectly conveys to students the norms, values and expectations. This is what we refer to as the hidden curriculum. As we will later explore there are many that argue the hidden curriculum and processes within schools help to produce inequalities between children of different social classes. Whitty and Young (1976) view the

Curriculum is hardly new in fact it dates way back to ancient Greece and the famous Aristotle’s (384BC- 322BC) who was a Greek philosopher. A student of Plato came up with the categorisation of knowledge, which I will be discussing later on in the commentary. So curriculum has been around for years, but the way we understand

The education system has been a controversial issue among educators. Requirements of school do not let student choose what they want to study for their future. It’s a big issue to force student study specific curriculums, which don’t help them improve, and what they like to create something. Educators choose a general system for education to all students which based on general knowledge. Intelligent or genius students have to be in that system of education, which doesn’t let them improve their creativity. Educators attempt to change that system to make it better, but their changing was not that great to be an example for the world. Also, did that change qualify education system to compete other systems or not? In some examples and

Curriculum is a term often highlighted during discourse about education and most commonly understood as a policy with overt leaning outcomes for teachers to apply and achieve. Ornstein and Hunkins (1998), as cited by Selvaraj (2010), defined curriculum based on two lenses; micro and macro, which identify the term as both policy towards certain goals and what students experience with consideration for relevant theories and principles central to its development and implementation. However, Wilson (n.d.) argued that curriculum is not restricted to certain individuals, subjects and environments, since teaching and learning can also occur beyond the scope of official curriculum (Ebert & Culyer, as cited in Marsh, Clarke & Pittaway, 2014). I believe this interpretation is the closest to the true nature of curriculum, or education, as there are more complex layers to curriculum than just a written guideline. For example, not one curriculum is similar to another because it is subjected to influences from continuum number of factors, such as politics and economy. Hence, it is wise to conclude that curriculum could not be defined based on a singular perspective due to its dependability on context.

The meaning of the term’ curriculum’ is difficult to define. For school, Pratt (in Brady and Kennedy, 2014, p. 3) argues that curriculum can be ‘an organized set of formal educational and training intentions’. For students, Marsh and Wills (in Brady and Kennedy, 2014, p. 3) maintain that curriculum is ‘an interrelated set of plans and experiences that a student undertakes under the guidance of the school’, while for teachers, the challenge is to develop curricula that will cater for the needs of all students (Ah Sam & Ackland, 2005). There are various meanings attached to the term’ curriculum’. My personal definition for school curriculum is that schools develop programs of different study areas basing on the content of the national curriculum document; teachers plan their teaching basing on the programs; eventually, students experience the curriculum by engaging in diverse teaching activities. In this essay, I will be discussing The Early Years Learning Framework (EYLF) in relation to the strategic plan and teaching philosophy of Hampton Park East Kindergarten.

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.