The term curriculum theory simply refers to the approaches of philosophy that are involved in establishment, enactment, and enhancement of curriculum. This paper establishes a synthesis of Curriculum Theory by looking at the relevant literature material titled “Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform” by authors Landon Beyer and Daniel P. Liston. Specifically, it looks at or analyzes the big ideas of some particular seven questions put forward by the author in an effort of promoting comprehension of the nature of the curriculum. Elaboration of the meaning of the ideas is achieved from the point of view of an educator, with a further input of how the ideas may enhance thoughts about the curriculum and studies that are involved in its establishment.
What is worth knowing and what is worth experiencing?
The idea in the question is that there is a difference between aspects of simply knowing about things and knowing how to do the things. From the perspective of the educator, one may draw upon the important idea in thinking about the curriculum, which ought to pose as the foundation of knowledge for the people in the society. People ought to be equipped with knowledge of knowing by experience that enables them to know how to do things and not just to know about them; verbal knowledge is not skill knowledge.
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What conception of good life is implied by the curriculum?
The curriculum implies that verbal knowledge is a very important aspect of life- perhaps more than skill knowledge. Drawing upon this in thinking of the curriculum reveals the existence of gaps in pedagogy. The fact that someone may get high scores on a written test about physical education hardly implies they will lead lifestyles characterized by the behavior of promoting physical fitness.
Whose interests does the curriculum serve and for what kind of future is the Curriculum explicitly or implicitly preparing students?
Educational processes of the curriculum seem to serve the interests of the developers and not of the students or those enacting the learning. Overall overview from the perception of the educator is that students ought to be offered initiation into forms of knowledge that associate with their interests, capacities, and talents. Seemingly, the curriculum prepares students for futures of placement in predetermined positions of employment in the market.
What stand does the curriculum take on questions of democracy and diversity?
The curriculum has the stand of facilitation of schooling as a platform of promotion of democracy and diversity. For educators, schools educate the people for life in liberal democracies with people from all backgrounds. Such is hardly based on assumption but the realities on the ground.
What is the relationship between the knowledge embedded in the curriculum and those enacting the curriculum?
The knowledge embedded in the curriculum is traditional knowledge and those enacting it are an amalgamation of both traditional and progressive educator. The relationship between the knowledge and the enactors is characterized by a serious need for a change of favor of social reform with respect to the rapidly changing culture. Such will serve to boost the association of the knowledge with the learners of the new age. The approach would also mean acknowledgment and consideration of the dynamic learners’ needs and interests.
What kinds of relationships among school participants are best for enacting the curriculum?
Desirable relationships between school participants are ones wherein the relevance of traditional knowledge is upheld in conjunction with the honoring of the changing needs and interests of learners and educators as well. Schools ought to be open for opinions and feedback from all parties of school participants regarding matters of learning processes or enactment of the curriculum.
How do the broader social conditions influence the shape of the curriculum and Students’ experiences of the curriculum?
Broader social conditions influence the shape of the curriculum and experiences of the students in a significant manner since they either promote or discourage the practice of creativity and offers of opinions and feedbacks. The conditions also determine the manifestations of team or group work, multiculturalism, and diversity, which are important aspects of the overall learning process in school settings. From the perspective of the educator, the social conditions pose as the platform for liberal education reforms and assurance of equal opportunities for learning for all students.
