Curriculum Philosophies
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Transcript of Curriculum Philosophies
8/13/2019 Curriculum Philosophies
http://slidepdf.com/reader/full/curriculum-philosophies 1/22
18-19.11.05 Dakmara GEORGESCU, IBE 1
CURRENT CHALLENGESIN CURRICULUM DEVELOPMENT:
CASE STUDIES AND NETWORKING
FOR CHANGE
Curriculum philosophies for the
twenty-first century: what is oldan what is new?
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 2
Isaac Asimov: the three lawsof futurology
What’s taking place now willcontinue in the future (i.e. ‘Whathappened in the past will also occur
in the future’)
Try to identify the obvious for only
few people will be able to see it
Think at consequences
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 3
Curriculum ‘philosophies’
Questioning the foundations of ourdecisions and actions
Asking the right questions
Evaluating alternatives
Coping with dilemmas
Issuing guidelines for effectivechange
Engaging in productive dialogue
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 4
What challenges?
Future sellers: ‘The second oldestprofession’ (William A. Sherden)
Asimov: ‘If I were asked to guess what
people are generally most insecure about, Iwould say it is the content of the future. Weworry about it constantly.’
Sherden: ‘…just because we cannot predictit does not mean we can ignore the future.’
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18-19.11.05 Dakmara GEORGESCU, IBE 5
What challenges? A review ofthe obvious…
Language & Identity
‘Knowledge society’
Brain research
Memory and learning
Gender
Self-management & Interpersonal
relationships Authority
School organization
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 6
Language & Identity
Newsweek (7 March 2005)
Malaysia
School-level maths and sciences taught in English (p. 50)
France Recommendation of a Commission of the ‘AcadémieFrançaise’: basic English be treated like basic maths, as
part of the mandatory core curriculum (p. 50)
Germany
German language schools no longer target English beginners,but those pursuing more expert-niches: business English, phonemanners or English for presentations (p. 59)
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 7
Language & Identity
Language, computers and massmigrations as the turbine engines ofglobalization
Bilingual education
New identities
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 8
Knowledge society
From an information society towards a ‘knowledge society’
Networks, knowledge and new
technologies
Learning communities
Life-long education
K l d i l k l d i
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18-19.11.05 Dakmara GEORGESCU, IBE 9
Knowledge society: complex knowledge ispreconditioning our success in daily life &
action
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 10
Brain researchTime (7 March 2005)
Women: ‘…have more connections between theleft and right hemispheres. They tend to usemore parts of their brains than do men for thesame task’ (p.48-49)
Men: ‘Do their thinking in more focused regions
of the brain, whether they are solving a mathproblem, reading a book or feeling a wave ofanger or sadness’ (idem)
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18-19.11.05 Dakmara GEORGESCU, IBE 11
Brain research The size of the brain does not predict
intellectual performance
Men and women perform similarly on IQtests
Men and women seem to handle emotionsquite differently
HAIER: ‘Men and women have differentbrain architectures , and we don’t knowwhat they mean’ (p. 50)
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18-19.11.05 Dakmara GEORGESCU, IBE 12
Brain research
Leonard SAX: ‘Why gender matters?’
Segregation of senses
Never underestimate the brain:
adaptation
growthevolutionmotivation
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 13
Memory and learningSTERN, 14.10.04
Different memory models:
The partitioned-brain model
The ‘whole’ brain model
Short term and long term memory
Long term memory
Declarative Non declarative
Episodic - Semantic (Procedural)
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18-19.11.05 Dakmara GEORGESCU, IBE 14
Memory and learning
Conscious and unconscious memory
The emotional context ofmemorisation and learning
Consolidating the memory/neuronal ‘charts’
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18-19.11.05 Dakmara GEORGESCU, IBE 15
Memory and learning
Memory and higher-order intellectual skills
Old tricks in new contexts: how to train our memory?
Visual aidsSearching for meaningful links
Positive routine/methods andprocedures
RimesWording
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18-19.11.05 Dakmara GEORGESCU, IBE 16
Gender Iceland: a land where girls rule in Math (Time, 7
March 2005)
Expectations matter
Germany: ‘Educationalist are worried about themen’s faith in tomorrow’s world: more and moreboys and young men leave school and achieve
only low results. Boys and young men feelunsecured, and reliable models for them aremissing…’ (Der Spiegel, No. 21/17.05.05, p. 82)
8/13/2019 Curriculum Philosophies
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18-19.11.05 Dakmara GEORGESCU, IBE 17
Gender
Time, 7 March 2005
Who says a woman can’t be Einstein?
Science is still a man’s world – will
today’s girls change that?
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18-19.11.05 Dakmara GEORGESCU, IBE 18
Self-management andinterpersonal relationships
Stern, 25.11.04
How to control our fears?
Sciences humaines, June 2004
How to build meaningful interpersonalrelationships?
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18-19.11.05 Dakmara GEORGESCU, IBE 19
Authority
What went wrong?
Spiegel, no. 29/18.07.05
The right of children and young todiscipline and self-structuring
(p. 137)
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18-19.11.05 Dakmara GEORGESCU, IBE 20
School organization
Spiegel, no. 29/18.07.05
Rebirth of boarding schools?
Time, 7 March 2005
All women: Smith College grads benefitfrom single-sex classes (p. 54)
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18-19.11.05 Dakmara GEORGESCU, IBE 21
Lessons for the future…
Old habits die hard – but before killingthem for good, we should revisit ourassumptions…
STERN, 25.11.04 ‘For corrections we would need like five years, while for a new learning culture wewould need at least 15…’
A new curriculum & learning culture: weneed to be sure of what this means…
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18-19.11.05 Dakmara GEORGESCU, IBE 22
Lessons for the future
Stern, 25.11.04
Lessons of the PISA study:
Poland: ‘We don’t need to learn only rough facts, whatwe really need is to understand the world’ (p. 48)
Core curriculum and freedom to choose
Comprehensive basic/compulsory education for all while
avoiding early streaming Students’ participation in the development of their
curriculum