Secondly, Jackson (1992) suggests readers to consider the fundamental question for curriculum. Whether curriculum design should emphasize children psychology development or social needs. Jackson points out that Dewy’s research focus on the psychological considerations in mind. However, Bobbit concerns with social conditional outside the school. He calls for detailed studies of those conditions to determine what needed to be taught. Additionally, the reform group views the curriculum as serving to the individual, contributing to the personal development, and a means of fostering his / her potentials. On the other side is the view of the school as an instrument of social reform. Jackson views these different points as asking a fundamental question: What schools are for? What their ultimate mission should be?
I agree that the fundamental question affects the rationale of curriculum design and how to teach in school. I more prefer the curriculum is based on social needs. For example, I art education, many scholars consider that the purpose of art education is not to foster students to be an artist in the future. However, the emphasis of art curriculum should foster students’ critical media literacy. Art subject should beyond scope of fine art and extends it to different art mediums because a lot of new mediums has appeared in recent twenty years. Therefore, more graphic design, animation, fashion design, and industrial design course are introducing in art curriculum in schools and all of these art curriculum design tend to meet the social needs. Beyond discussing the fundamental questions on what schools for, Jackson also discusses different rationales of curriculum development. …show more content…
McNeil claims that there are four aspects are related to the definition of curriculum. Including humanistic, social reconstructionist, technological, and academic. Also, McNei states that all of these rationales affect what should be taught, to whom, when, and how. With the similar view, Eisner and Vallance describe five orientations that are linked with contemporary curricula perspectives: the cognitive processes approach, curriculum as technology, curriculum for self-actualization and consummatory experiences, curriculum for social reconstruction, and academic rationalism. Jackson summaries that these curriculum orientations reject “child-centered versus society-centered,” and “value education versus skills training” and bring more diverse in curriculum. Jackson (1992, p. 19) mentions that one’s career choice express one’s curriculum bias. A person who is interested in scientific matters is more likely to be an education tester or evaluator rather than be a kindergarten teacher or a dance teacher. While a person who attracted to literature and cultural affairs in general would more likely to be a high school or college teachers with more emphasis in the academic rather than be a specialist in educational test and measurement. Therefore, Jackson believes that personal perspectives on curriculum determine personal career choice and their definition of curriculum. Finally, Jackson also discusses professional issues in curriculum. Jackson points out that curriculum as a professional field occurs after World War I. Jacksons mentions curriculum specialists should directly help classroom teachers and school administrators to better design the curriculum implemented in schools. Dewey argues that curriculum specialists are teachers themselves. Teachers should understand children psychological development and devise the curriculum to traditional subjects. Final Thoughts Comparing these two articles, Jackson more prefer to define the concept of curriculum. However, Connelly and Xu more
I agree that the fundamental question affects the rationale of curriculum design and how to teach in school. I more prefer the curriculum is based on social needs. For example, I art education, many scholars consider that the purpose of art education is not to foster students to be an artist in the future. However, the emphasis of art curriculum should foster students’ critical media literacy. Art subject should beyond scope of fine art and extends it to different art mediums because a lot of new mediums has appeared in recent twenty years. Therefore, more graphic design, animation, fashion design, and industrial design course are introducing in art curriculum in schools and all of these art curriculum design tend to meet the social needs. Beyond discussing the fundamental questions on what schools for, Jackson also discusses different rationales of curriculum development. …show more content…
McNeil claims that there are four aspects are related to the definition of curriculum. Including humanistic, social reconstructionist, technological, and academic. Also, McNei states that all of these rationales affect what should be taught, to whom, when, and how. With the similar view, Eisner and Vallance describe five orientations that are linked with contemporary curricula perspectives: the cognitive processes approach, curriculum as technology, curriculum for self-actualization and consummatory experiences, curriculum for social reconstruction, and academic rationalism. Jackson summaries that these curriculum orientations reject “child-centered versus society-centered,” and “value education versus skills training” and bring more diverse in curriculum. Jackson (1992, p. 19) mentions that one’s career choice express one’s curriculum bias. A person who is interested in scientific matters is more likely to be an education tester or evaluator rather than be a kindergarten teacher or a dance teacher. While a person who attracted to literature and cultural affairs in general would more likely to be a high school or college teachers with more emphasis in the academic rather than be a specialist in educational test and measurement. Therefore, Jackson believes that personal perspectives on curriculum determine personal career choice and their definition of curriculum. Finally, Jackson also discusses professional issues in curriculum. Jackson points out that curriculum as a professional field occurs after World War I. Jacksons mentions curriculum specialists should directly help classroom teachers and school administrators to better design the curriculum implemented in schools. Dewey argues that curriculum specialists are teachers themselves. Teachers should understand children psychological development and devise the curriculum to traditional subjects. Final Thoughts Comparing these two articles, Jackson more prefer to define the concept of curriculum. However, Connelly and Xu more