Week 1:

How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’? What commonsense understandings of curriculum and pedagogy do you bring with you into this course?

The easiest and quickest way to define ‘commonsense’ is limitations. Commonsense limits thought process, growth, evolution, openness, etc. Commonsense is simply tradition; a way of thinking that has stayed the same for years. There is a sense of comfort in the repetition of common sense. Kumashiro states “‘Common sense’ is really an insistence that we view things as some in society have traditionally viewed things and want to continue viewing things” (XXXVI),  and this way of thinking has a tendency to cause negative effects. The oppressions already in play in schools and classrooms are continuing to be taught because of our use of “commonsense”.  An exceptional  quote from Kumashiro is“The Problem of Common Sense” is “Common sense is not what should shape educational reform or curriculum design; it is what needs to be examined and challenged.” (XXXVI). 

As future educators it is important to pay attention to the ‘commonsense’ to become intellectually  aware professionals. Understanding that ‘commonsense’ is an influence in curriculum and pedagogy is the first step to being able to recognize it in the professional setting. Kumashiro was faced with ‘commonsense’ during his time in Nepal. What was common sense to him was forign to the people of Nepal and what the people of Nepal found to be common sense took Kumashiro time to learn. He went into his practices believing that the Nepal people were wanting to learn the American ways and this was problematic because of his “assumptions about U.S superiority.” (XXXIII). It is key to understand that common sense changes from person to person, culture to culture, family to family, etc.  Schools can only place priority on challenging oppression if teachers and professionals are able to identify and pay attention to ‘common sense’.

As a student that has been in multiple different classrooms I have picked up on some common sense understandings about curriculum and pedagogy. In many classrooms the curriculum has been very strict and stuck too, there was no veering off topic into different aspects of what we were learning. As well it seemed like talking about gender, sexuality and other things were light topics that were avoided. All my high school classes were taught in teacher-centered environments, where you took notes and memorized, and that was just how it was. Nobody questioned it. I carry with me the teacher-centered environment to university because that was my expectations for all university classes.

Week 2:

Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling; (b) What are the major limitations of the Tyler rationale/what does it make impossible; and (c) What are some potential benefits/what is made possible. Be sure to refer to the assigned article in your post; you may also include information from lecture if you wish.

                Ralph Tyler’s rationale of Curriculum theory and practice had multiple objectives; what purpose is the school seeking to attain, education experience provided that can help attain these purposes, how can they be organized, can the purpose be determined or not. Thinking back to my own path throughout the education system I have experience the Tyler rationale multiple times. One specific easy answer was my Chemistry 30 class and the semester long, portfolio we had to complete. The purpose of this being we had to understand the ways of which chemistry worked and an issue that our world was facing along with the causes, effects, and solutions, which had to be chemistry based. Our teacher explained the project at the start of the semester, as well as left the instructions in the syllabus and set us on our way to work independently on it throughout the entire course. The project required understanding of the material given during class, as well as understanding on issues from outside of the classroom setting. We created the portfolios with charts, research papers, articles etc. and then had to have a formal presentation for the class. Our teacher used this as evaluation and a way to see if we had successfully completely the assignment with a firm understanding on the topic and chemistry itself. This experience plays back on Tyler’s rationale for the use of attaining purpose, educational experiences organized in the classroom, determining purpose, etc.

                There are limitations and issues within Tyler’s rationale, one of those being “the plan or programme assumes great importance.” (Smith2000). Problems surrounding this is that the learners are in ways silenced, being told exactly what to do and how to do it. “The success or failure of both the programme and the individual learners is judged on the basis of whether pre-specified changes occur in the behaviour and person of the learner (the meeting of behavioural objectives).” (Smith), meaning that there is little to no lead way for the evaluation of students and for a teacher to form the relationships that he or she need. Students are all different, with different strengths and skills when it comes to learning, therefor needing more room to breath in the education systems to be successful.

                The Tyler rationale does in fact have benefits. The system is very organized and provides “a clear notion of outcome so that content and method may be organized and the results evaluated.” (Smith). This can be beneficial to both the student and the educator because with clear concepts and organization the students can easily understand what is being required of them. As well as opening up space for more one on one teaching time where the teacher can be specific on details and help everyone in their own way.

What is curriculum? Exploring theory and practice. (2018, June 4). Infed.org. http://infed.org/mobi/curriculum-theory-and-practice/

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