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- Introduction
- Objectives
- Foundation of Education
- Genesis of Education
- Types of Education
- Nature of Curriculum
- Nature of Curriculum
- Scope of Curriculum
- Importance of Curriculum
- Conclusion
Understanding Knowledge and Curriculum
Knowledge is habitually defined as a belief that is
true and justified. The philosopher Plato famously defined knowledge as
"justified true belief".
On the other hand, knowledge is a
familiarity, awareness or understanding of someone or something, such as facts,
information, descriptions, or skills, which acquired through experiences or
education by perceiving, discovering, or learning.
Considering all the above that are worthy of knowing.
A term widely used by teachers, educators and policymakers is a concept of
knowledge and it refers to the body of information that teachers teach and that
students are expected to learn in a given subject or content area such as
English, Language Arts, Mathematics, Science, or Social Studies.
Concept of
knowledge generally refers to the facts, concepts, theories, and principles that
are taught and learned rather than related to skills such as reading, writing,
or researching that student also learns in academic courses.
Importance of Knowledge
Knowledge is not the truth. Truth is inferred on the
bases of available knowledge. The truth about the universe around us or the
macrocosm to the microcosm is inferred knowledge.
The knowledge of galaxy is
inferred; so is the whole nuclear science, space, DNA, etc,. Much of what we
knew is not observed knowledge.
They are known through their effects,
properties, and characteristics. It is at the stage of inference that the employment of methods for drawing inferences that philosophy is at work.
Knowledge certified by the philosophy enters the curriculum of education.
Methods approved by philosophy for building knowledge from the bases of methods
and techniques of teaching. The truth arrived by philosophy sets the goals and
objectives of education as well as instruments and uses of evaluation.
This knowledge helps philosophy to interpret, guide, monitor, and validate the educational process at every stage.
Types of Knowledge
- Personal Knowledge
- Procedural Knowledge
- Prepositional Knowledge
Curriculum
There is available a multiplicity of concepts of
curriculum since educationists give their own different interpretations of the
content and functions of the curriculum. Let us discuss three such concepts by
three different thinkers, which represent three major contributions to the body
of knowledge on curriculum
Meaning of Curriculum
Etymologically, the term curriculum is derived from
the Latin word “currere” which means run or run-way or a running course. Thus
curriculum means a course to be run for reaching a certain goal. Arthur J.
Lewis and Mid Alice (1972) defined the curriculum as “a set of intentions about
opportunities for engagement of persons to be educated with other persons and
with things (all bearers of information process, techniques, and values) in
certain arrangements of time and space.”
A curriculum means, the total situation (all situations) selected and
organized by the institution and made available to the teacher to operate and
to translate the ultimate aim of education into reality.
In the words of Cunningham, a curriculum is a tool in
the hands of the artist (the teacher) to mold his material (the pupil)
according to his ideal (objective) in his studio (the school). The material is a highly self-active, self-determining human being who reacts and responds
consciously.
Nature of Curriculum
- Curriculum as Plan
- Curriculum as an Experience
- Curriculum as Subject Matter
- Curriculum as objectives
- Curriculum as a System
- Curriculum as a field of study
Scope of Curriculum
Many people still equate a curriculum with a syllabus.
A UNESCO publication entitled Preparing Text Book Manuscripts “(1970)” has
differentiated between the curriculum and syllabus.
The curriculum sets out the
subjects to be studied, their order and sequence and so ensure some balance
between humanities and science and consistency in the study of subjects, thus
facilitating inter subject links.
It follows that the curriculum determines the
number of school times allotted to each subject, the aim of teaching each
subject, the place of the motor skills which take time to acquire and possibly,
the variations between rural and urban school teaching.
Knowledge and Curriculum Notes
The curriculum in the
schools of developing countries are often directly related to the requirements
for developments.
Difference Between Curriculum and Syllabus
CURRICULUM
|
SYLLABUS
|
|
The curriculum is based on the
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Syllabus
does not take into account
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|
philosophy,
goals and values of
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||
education.
|
these factors.
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Curriculum refers to all the
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||
educational
activities of the school in
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Syllabus refers to a list of
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|
the
widest possible sense
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unelaborated headings or book let
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The curriculum is the sum total of school
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||
subjects,
learning experiences and
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It is basically concerned with school
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|
activities.
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subjects
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There is prescribed co-curricular and
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No prescribed co-curricular and
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extra –
curricular activities in the
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extra-curricular
activities in the form
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curriculum.
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of
syllabus.
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The curriculum includes not only indoor
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The syllabus is concerned with activities
|
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activities
but also out-door activities
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mostly
undertaken in the classroom
|
|
of the
school
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(in-door
activities)
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The curriculum has a countless role to
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The syllabus has a limited role to
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|
play
and it is considered as a plan, an
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||
experience,
a subject matter or content
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play
and has less significance in the
|
|
and as a field map.
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educational world.
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|
It is an inclusive concept. It includes
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It is a
part of a curriculum.
|
|
syllabus
also.
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