In the course of this research on curriculum history, this student found that many believed a nationalized curriculum should be developed for US schools. Implementing the same curriculum in all school systems

Authors Avatar

 Curriculum Studies

Running head:  Domains of Curriculum Studies

The Domains of Curriculum Studies

EDU660

Dr. Barry Meinster

Twilla Liles

American InterContinental University

Introduction

        Curriculum may be defined as what is taught and learned in an educational setting (Forrest, 2000). According to Johnson (1967) (as cited in Forrest, 2000), curriculum is “a structured series of intended learning outcomes” and Kearney and Cook (1969) (as cited in Forrest, 2000) define it as “the experiences a learner has under the guidance of the school.” The first definition depicts a restricted, narrow view of curriculum where as the second definition presents a larger, more open view.

        According to Hlebowitsh (1997), “curriculum literature clearly reflects new concerns but the actual conduct of the United States’ school curriculum has remained relatively unaffected.”

Why is the study of curriculum history important to educators?

        “Perhaps now, more than at any other times in history are the efforts of those concerned with curriculum matters challenged” (Riley, 2004). With this said then perhaps it should be mandatory for all professional educators, including curriculum specialists, to a historical perspective in which to integrate the past with the present. Not only does an understanding of history help us to not repeat the mistakes of the past, but it also better prepares us for the present. There are many other reasons to have an understanding of history and the history of education (Curriculum Tips 3-1, n.d.). Curriculum Tips 3-1 (n.d.) lists ten:

1. The development of ideas in education is part of our intellectual and cultural heritage.

2. The way we perceive an educated person is too narrow and in need of expansion. We should see that person/persons as being filled with knowledge of humanities and social sciences which come from history.

3. To be able to discuss theories and practices of education one must have an

understanding of historical (as well as philosophical, psychological, and

social) foundations.

4. An understanding of historical foundations in education helps us integrate

curriculum, instruction, and teaching.

Join now!

5. History can be studied for the purpose of understanding current

pedagogical practices.

6. In developing a common or core curriculum, a historical perspective is

essential.

7. With a historical perspective, curriculum specialists can better understand

the relationship between content and process in subject areas.

8. Through the use of history, especially case examples, we have more

opportunity to add a moral dimension to our academic education.

9. The history of education permits practitioners to understand relationships

between what students have learned (past) and what they are learning (in

the present).

10. The study of education history is important for ...

This is a preview of the whole essay