“Curriculum Theory and Practice” January 13th/2023

I found it interesting reading about the curriculum in the traditional sense and how it is inherently flawed. Many of us have experienced this traditional method of curriculum as it is common sense within our society for schools to function this way.

I experienced the traditional curriculum theory, mainly through prioritizing product and test results. We followed the objectives and subject matter as the curriculum stated, and we were praised for punctuality. We were also expected to be compliant, well-behaved, and submissive.

In other ways, my schooling experience differed from Tylers’ traditional method. In high school, students and teachers were able to socialize and interact in a way that was less focused on upholding the student-teacher power dynamic. We were also given accommodation on exams, if our attendance met the specific requirements. The incentive allowed students an exemption to writing the final exam if we had fewer than seven absences throughout the semester. This differentiation from the traditional method reduces the priority on “the product” of the test and assessing knowledge based on retention, shifting the focus toward punctuality’s importance.

Major Limitations

• My perspective on education is derived from this traditional model, and my views of “proper” or “correct” limit my perception of what education can look like.
• This model does not accommodate or acknowledge diverse needs and the adversity students experience.
• This model assumes that all students benefit from conforming to societal expectations and standards. There is ignorance towards the idea that “different” can be better.

Potential Benefits

• There is a benefit in using a general framework to guide teachers and schools to function at a similar pace and level.
• There is less pressure on the teacher to decide what information is important and what grade to teach it.

The concept of curriculum as praxis really intrigued me while reading this article, because I did not know what it meant. I found it so interesting how this approach to the curriculum focuses on the personal, environmental, and emotional needs of the student. Within education, I feel the importance of emotional regulation and analyzing feelings is not perceived as important when compared to math or science, but these skills are what help people function successfully and independently in society. A curriculum that prioritizes action, analysis, and reflection supports students to think critically and gain understanding beyond the classroom. From this reading, I’ve realized curriculum as praxis connects with my personal values of important social skills, which in turn connects to my teaching pedagogy.