Why do some conceptions of curriculum continue to be used over time and are considered to be mainstream, while others are not?
Endurance – Humanistic Conceptions
My discovery after perusing the extensive amounts of reading, is that there are many different conceptions of curriculum and directions that the education system has taken over the years, or can choose to take in future. There are so many ideologies, methodologies, and philosophies, that have evolved or been re-visited over time due to situational changes or experiences that demand change that it is understandable that there are so many options.
Regardless of which conceptions of curriculum are being utilized, with the ever changing social, political, and educational climates, it is imperative that it is believed in and valued.
The humanistic conception is rooted in the belief that the purpose of education is to provide a solid foundation for personal growth and development in a manner that ensures learning continues throughout a person’s life time (Farimani, Z. B., & Shahri, N. N., 2020). In the individualization movement of the 1970s, humanistic education gained popularity as students were encouraged to talk about themselves, to be open with others, and to express their feelings through self actualization, individual fulfillment, and learner centered curriculum. (Orstien & Hunkins, 2009; Schiro, 2008).
Designed so individuals could choose and construct their learning through discovery and child centred curriculum this style of education fully supported the philosophy that the whole child focus was necessary for development (Eisner & Vallence, 1974; Orstien & Hunkins, 2009; Pratt, 1994; Sowell, 2005).
While it can be argued that self-actualization is not considered as mainstream, it’s focus on personal purpose and the focus on creating rewarding experiences for each individual learner is an immensely important component of curriculum and education as a whole. We must “see” each child as a unique individual recognizing the vast differences of experiences and even personalities. With a classroom full of students with varying needs, I can attest to the challenges of covering off the checklists that we are expected to teach however, I know for myself I am always up for the challenge however, there does need to be some changes for this to truly be successful. For example, smaller class sizes and more support systems within the school.
In today’s tumultuous and uncertain landscape of an entire generation of students impacted by the cumulative effects of the pandemic (COVID-19), I believe the humanistic approach is essential not only from missing key building blocks of knowledge that are necessary for success, but also the concerns of our future generation’s broader mental health issues and need for social reintegration.
As an educator, this conception resonates with me as I create a safe learning environment for all learners through the building of strong relationships with the students and collaborating with fellow teachers, evaluating students’ needs and wants regularly, and including them in the process of selecting engaging activities that will facilitate learning goals that they selected at the beginning of the year, and then help design pathways for students to reach their goals.
Impermanence? Or changing direction?
While Academic rationalism has been said to be the most mainstream approach and the conception that is used the most in the education system, I would support the idea that many of the concepts are not supported as widely in today’s education system or are no longer used extensively for certain age groups. It’s primary focus has been to give a child the tools to participate in society and provide them with access to some of education’s most commendable ideas (Eisner & Vallance, 1974).
While this conception continues to be used over time because it focuses on realizing that the education system cannot possibly teach children everything, I can appreciate the focus on providing students with the knowledge of how to seek answers for themselves and develop an ability to understand where to look for solutions (Eisner & Vallance, 1974).
This ideology therefore still holds some significance in today’s curriculum. As hard as we try to teach our students as much as we can, we must also accept that not every child will learn all that they should. So, we must do our due diligence enabling students to teach themselves to find the answers they need. This conception could be considered fairly crucial when reflecting on students at the high school level where subject specificity becomes the dominant form of curriculum, helping students prepare for post-secondary education where. Teaching students how to self advocate and gain knowledge on their own will facilitate their navigation through society.
So….what now?
All conceptions of curriculum hold value and can be considered important elements in the constitution of education, however it is clear that some are used more than others for a multitude of distinctive reasons. Sometimes it can be as simple as: it saves time, the curriculum is provided to the educator, or the philosophy that the curriculum is research based, so it must be ok to use? While I don’t necessarily agree with these simple facts as the motivator for the curriculum I choose, I have witnessed plenty of educators over the years with those philosophies at the forefront of what drives them. Do I want to save time? Of course I do! Do I want to have something to follow to ensure consistency in what I am teaching? Absolutely! Is there validity to research? For sure? But then I question if the research is a true reflection of what is currently happening in the world of education and in our schools and classrooms.
Today’s field of education is constantly evolving, and in order to enhance academic and social achievements in our students we must focus on ensure our learning encounters are relevant and effective for all.
Recognizing that all persons are unique “individuals” with distinct diversities like age, culture, language, experiences, modifications, accommodations, overall abilities, and even present mindset in the dynamic and sometimes turbulent world of education (for example, the rapid shift to online/virtual learning due to COVID-19), it is imperative that some conceptions of curriculum remain in effect but are also able to be tweaked and shifted to cater to today’s society.
Kathryn Featherstone 