Pedagogy of Curriculum Philosophy

Integrating the modality of curriculum philosophy to balance four modes of ideology in pedagogical development

Scholar-Academic : Social-Efficiency : Social-Reconstruction : Learner-Centred

How Curriculum philosophy provides Integrative balance

  1. integrative balance between four kinds of school and educational purpose

  2. integrative balance between four kinds of teacher role

  3. integrative balance between four kinds of learner and conception of childhood

  4. integrative balance between four kinds of knowledge & assessment

Learner-centred Curriculum Philosophy

School

The purpose of the school is to support individual development and personal interests

Teacher

The teacher is facilitator of learning

Learner

Children and young people are active learners with individual minds and learning is developmental

Knowledge

Knowledge is individualised and personal co-created by teacher and learner, and assessment is formative and diagnostic in relation to student development

Social Reconstruction Curriculum Philosophy

School

The purpose of the school is to create a better society for a better world

Teacher

The teacher is a change-agent and champion of social and eco-justice

Learner

Children and young people are active learners and full co-operators in a transforming society

Knowledge

Knowledge is value-laden and prefigurative, focused on improving society for the future, and assessment is formative and diagnostic in relation to societal development

Social Efficiency Curriculum Philosophy

School

The purpose of the school is to produce productive members of society who contribute to the economy

Teacher

The teacher is a technical trainer of vocational skills

Learner

Children and young people are passive learners in relation to society’s needs and active in learning efficient behaviours

Knowledge

Knowledge is regarded as objective reality as socially determined, and assessment is criterion-based to test ability to perform skills

Scholar-Academic Curriculum Philosophy

School

The purpose of the school is to produce new members of academic disciplines

Teacher

The teacher is master of a discipline and transmitter of subject knowledge

Learner

Children and young people are passive learners and learning is discipline-based

Knowledge

Knowledge is regarded as objective reality defined by academic disciplines and assessment is norm-referenced to test student ability to represent what has been transmitted

Modality Toolkit

The leading theorist of this modality is Michael Stephen Schiro.

Recommended Reading

(under construction)

Questions for Synthesis

 

Questions for personal synthesis

How would you stack its four modes in order of relevance to your own personal philosophy of teaching?

Where would you place this modality in order of preference in the practice of Integrative Teaching (compared to meta-pedagogy, depth didactics, thinking in community and curriculum synergy.

Where would you place this modality in overall order of preference out of all sixteen modalities?

Questions for technical eclecticism

Which of the four component modes could enhance learning in your core Integrative practice?

How might this modality as a whole enhance any other modalities you are using?

Which techniques would you want to experiment with to improve your practice?

Questions for theoretical integration

What is the sixfold interplay between these four modes of practice?

What are the contrasts between the modes which make it difficult but still important to practice together?

Why is this modality essential to enhancing the other modalities of integrative teaching?

Questions for assimilative integration

How could the construction of this modality be improved?

How well does it correlate with other fields of practice not included in the EduSynthesis map?

Which missing aspects of theory might provide a better alternative in a map of your own practice?

What  are your personal preferences for imaginative teaching as an adult learner?

How you can appreciate different uses of language for educational purposes: oral language, writing, theoretic writing, reflexive writing?

How can you enhance your own academic writing in higher education?

How can you utilise imaginative teaching resources in your practice to engage learners?

How could you include all four kinds of understanding in one framework?

Teaching Exercises

How would you stack its four modes in order of relevance to your own personal philosophy of teaching?

Mentoring Exercises

Which of the four component modes could enhance learning in your core Integrative practice?

Leadership Exercises

What is the sixfold interplay between these four modes of practice?

Sustainability Exercises

How could the construction of this modality be improved?

(under construction)

© 2024 EduSynthesis

Centre for Mindful Educational Leadership

Tim Saunders PhD

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