Smith- Curriculum Theory and Practice

What are the four models of curriculum described in the article, and what are the main benefits and/or drawbacks of each? What model(s) of curriculum were prominent in your own schooling experience?

            The four models of curriculum described in the article are curriculum as product, curriculum as process, curriculum as praxis, curriculum as context. Curriculum as product is dependent on the setting of the behavioural objectives as well as “influenced by the development of management thinking and practice” (Smith, 3). There are many issues with this approach including the assumption of importance, the dependency of measurement, an inability to examine educators, and finally not knowing the results of the approach. Curriculum as process sees curriculum as what actually happens in the classroom and what things are done to prepare. This model has many elements that interact constantly and that links with ideas from Aristotle. Some possible drawbacks or problems include an issue for those who want “some greater degree of uniformity in what is taught (Smith, 8), a lack of attention towards context, dependency on the quality of teachers, and this approach does not look at the commitments in depth. The process model is driven by general principles and focuses on meaning-making. Curriculum as praxis model of curriculum theory and practice benefits from human well-being and emancipation of the human spirit. The actions put forward in this model is informed and committed. This model of curriculum theory and practice looks to individuals but also pays attention to a collective understanding, there is commitment towards the exploration of educators’ values and practices. With that all said, praxis is said to not put enough emphasis on context. Curriculum as context, with the introduction and attention to milieu, draws a focus to the impact of multiple factors as well as formulating a grasp on the impact of structural and socio-cultural process on teachers and students (Smith, 11).

            In my past schooling experiences, I think I witnessed curriculum as context and curriculum as praxis. Some of my schooling has been heavily focused on context. I find that my educators have drawn from socio-cultural processes which is one of the significant statements of context according to Catherine Cornbleth in Smith’s article. I also feel as if I witnessed the praxis model. I have witnessed an attention to collective understanding from my educators and past schooling experiences as well as a commitment expressed to the action of exploration. Many of my schooling experiences reflect the idea to explore the practices or concepts of a topic with peers.