Knowledge and curriculum

This chapter pertains to the method of curriculum-framing. It points out that the organization of knowledge in curriculum framing has to be based on the psychological order of the learner and the logical order of instructional material. In this context, efficacious use of Upaniṣadic pañcakośa theory has been invoked. The chapter also deals with the explosion of knowledge and ways to reckon with it. Keywords • Curriculum-framing • Upaniṣads • Knowledge explosion • Interrelationships among knowledge disciplines • Holistic approach Cite this chapter Bhatt, S.R. (2018). Knowledge and Curriculum-framing. In: Philosophical Foundations of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0442-2_5 Download citation • • • • DOI : https://doi.org/10.1007/978-981-13-0442-2_5 • Published : 17 July 2018 • Publisher Name : Springer, Singapore • Print ISBN : 978-981-13-0441-5 • Online ISBN : 978-981-13-0442-2 • eBook Packages :

The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.

Explore Curricula The curricula featured here invite engagement, both by the content students are exposed to and the way in which the instruction draws students in. These curricula spur students to explore topics and inspire them with a desire to learn more. In short, these knowledge-rich programs restore wonder and curiosity to ELA instruction. Understanding knowledge-building curriculum To help students make sense of what they’re reading, knowledge-building ELA curricula are intentionally designed to build a deep and wide knowledge base in the various fields of science, history, literature, and the arts, starting in kindergarten. They are also designed around the essentials of sound reading instruction. Students must be powerful readers to become self-reliant knowledge-seekers throughout their lives! Building knowledge of the world—even building knowledge of a topic—is a cumulative endeavor, with ever more sophisticated understanding growing over time as the result of multiple exposures to the content. Building knowledge is entirely different from activating knowledge; it starts where little is—and it must begin in the earliest grades. US elementary schools spend very little time on science and social studies (between 1–2 hours per week each, according to multiple studies), so time spent in English language arts/literacy (between 10–15 hours per week) should coherently build knowledge while reading, writing, speaking, and listening are being mastered. Here, we explore K–...

Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education. This includes topics related to formal institutions catering to students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. This net is meant to include special kinds of educational institutions, such as those important for vocation training or the schooling of the handicapped. The PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions. Journal interests also include education matters that are important overseas, to nations outside the United States. Finally, it includes matters that are linked to the social and organizational context in which formal and informal education take place. The Editor cooperates with groups of scholars to present multifaceted, integrated expositions of important topics. A given issue of the Journal may contain contributions from social scientists, historians, philosophers, attorneys, practitioners, and policymakers. Unsolicited proposals for special issues including designation of participating scholars and an outline of articles will be accepted for review. Additionally, the Editor cooperates with Editorial Board members to identify potential topics, Guest Editors, and contributors. The Journal has the flexibility to consider publishing monographs or a series focused on particular lines of inquiry...

Open Access is an initiative that aims to make scientific research freely available to all. To date our community has made over 100 million downloads. It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. As PhD students, we found it difficult to access the research we needed, so we decided to create a new Open Access publisher that levels the playing field for scientists across the world. How? By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers. We are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including Nobel Prize winners and some of the world’s most-cited researchers. Publishing on IntechOpen allows authors to earn citations and find new collaborators, meaning more people see your work not only from your own field of study, but from other related fields too. The purpose of this chapter is to explore and analyze the kind of knowledge curriculum integration (CI) required of teachers and how teacher education should be developed to prepare teachers better for CI. The chapter is organized as follows: first, the concept of CI is briefly introduced in the context of the Finnish curriculum for comprehensive schools. Then Lee Shulman’s theory of teachers’ knowledge is discussed and applied to the framework of CI to identify the challenges teachers may face in implementing it. Finally, imp...

Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. The IBE Council The governing body of the Institute is the IBE Council, composed of 12 representatives from Member States designated by UNESCO’s General Conference, for four year office terms. The council’s role is to approve the IBE’s draft programme and budget for each biennium for submission to the General Conference, as well as to ensure consistent and complementary activities in line with the education sector's strategy and programmes. Communities and networksFor the IBE to be the Global Centre of Excellence in curriculum it is essential to strengthen partnerships, enhance collaboration and improve networking opportunities focusing on key actors and strategic partners, particularly curriculum specialists and curriculum development centres. Ensure quality and relevance of education and learning While indispensable to quality improvement efforts, curriculum and learning depend on the effective and efficient functioning of other elements of an education system. A systemic approach is therefore required to analyse critical impediments and implement responsive interventions. Global ...

Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education. This includes topics related to formal institutions catering to students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. This net is meant to include special kinds of educational institutions, such as those important for vocation training or the schooling of the handicapped. The PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions. Journal interests also include education matters that are important overseas, to nations outside the United States. Finally, it includes matters that are linked to the social and organizational context in which formal and informal education take place. The Editor cooperates with groups of scholars to present multifaceted, integrated expositions of important topics. A given issue of the Journal may contain contributions from social scientists, historians, philosophers, attorneys, practitioners, and policymakers. Unsolicited proposals for special issues including designation of participating scholars and an outline of articles will be accepted for review. Additionally, the Editor cooperates with Editorial Board members to identify potential topics, Guest Editors, and contributors. The Journal has the flexibility to consider publishing monographs or a series focused on particular lines of inquiry...

Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. The IBE Council The governing body of the Institute is the IBE Council, composed of 12 representatives from Member States designated by UNESCO’s General Conference, for four year office terms. The council’s role is to approve the IBE’s draft programme and budget for each biennium for submission to the General Conference, as well as to ensure consistent and complementary activities in line with the education sector's strategy and programmes. Communities and networksFor the IBE to be the Global Centre of Excellence in curriculum it is essential to strengthen partnerships, enhance collaboration and improve networking opportunities focusing on key actors and strategic partners, particularly curriculum specialists and curriculum development centres. Ensure quality and relevance of education and learning While indispensable to quality improvement efforts, curriculum and learning depend on the effective and efficient functioning of other elements of an education system. A systemic approach is therefore required to analyse critical impediments and implement responsive interventions. Global ...

The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.

This chapter pertains to the method of curriculum-framing. It points out that the organization of knowledge in curriculum framing has to be based on the psychological order of the learner and the logical order of instructional material. In this context, efficacious use of Upaniṣadic pañcakośa theory has been invoked. The chapter also deals with the explosion of knowledge and ways to reckon with it. Keywords • Curriculum-framing • Upaniṣads • Knowledge explosion • Interrelationships among knowledge disciplines • Holistic approach Cite this chapter Bhatt, S.R. (2018). Knowledge and Curriculum-framing. In: Philosophical Foundations of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0442-2_5 Download citation • • • • DOI : https://doi.org/10.1007/978-981-13-0442-2_5 • Published : 17 July 2018 • Publisher Name : Springer, Singapore • Print ISBN : 978-981-13-0441-5 • Online ISBN : 978-981-13-0442-2 • eBook Packages :