"Paradise is a lot like where we are right now, except much much better" (Laurie Anderson)
https://www.youtube.com/watch?v=KvOoR8m0oms
At least a DBAE
comprehensive curriculum: What is a discipline? A disciple? To be
disciplined? What is Discipline Based Art Education (DBAE)? Why is DBAE important? Why was it put together in the first place?
A discipline is a branch of knowledge… It
incorporates expertise, people, projects, communities, challenges, studies,
inquiry, methods, languages, and research areas that are strongly associated
with a given academic discipline. Jerome Bruner thought education or schooling
would be strengthened by focusing on the
structure of a discipline, its literacies, its ways of knowing, its
questions and ways of inquiry rather
than inert, once and for all, facts or
information…
at least DBAE
The history of struggle for American curriculum: 4 major
interest groups or reformers, who defined or had a different conception of what knowledge
should be embodied in the curriculum in schools and the purposes of this
curriculum.
The humanists (or scholar academic): Guardians of ancient
traditions tied to the power of reason and the finest elements of Western
culture, the ideas of a liberal arts education for all. Mental disciplinarians
believed that mind is a muscle that needs to be trained. So curriculum was
about developing the powers of the mind
(the ability to think) and filling the mind with content (acquisition of skills
and knowledge,). This traditional form
of curriculum and school was met by reformers with a different conception of
what knowledge was of most worth. This school of thought emphasized disciplines
and teacher as transmitter of knowledge.
The developmentalists of the child study
movement (learner centered): Curriculum should be based on the natural developmental
order of children. Though frequently
infused with romantic notions of childhood, like the natural spontaneity of the
child and adolescent, they were also
informed by scientific research on child and adolescent development and the nature of learning, asking questions
such as what is learning? How do we learn best? The sought to create a curriculum in harmony
with the child’s interests, needs and learning patterns, thus the natural power
of the child could be unharnesses. Teacher is facilitator
Social efficiency educators apply the standardization
techniques of industry to the business of school, waste would be eliminated and
schooling could efficiently prepare students for their (often preordained)
adult roles in society. People had to be controlled for their own good and for
the good of society. Society was falling apart, but a scientifically
constructed curriculum could remedy this calamity.
Standardization and efficiency. Clear goals and clear
measurement. Teacher is manager.
The social meliorists (social reconstruction):
education is the way to create a just society. School as the principal force
for social change and social justice and correct corruption, vice, inequality,
abuse of power and privilege, etc. They
believed in the power of schools to create a new social vision. They rejected social Darwinism, and the survival of the fittest. Teacher is
colleague.
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