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1.  In reference to page 27 of our text, does the nature of a particular discipline lend itself better the the Scholar Academic ideology then others?

2. In reference to page 29 of our text, can we, as educators, adhere to the Scholar Academic ideology and still prepare our students to succeed in technical and vocational areas of education?

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Scholar Academic Curricula:  "the formal education that takes place in schools as a process of acculturating children into society in such a way that they become good citizens." (Schiro, 2013)

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How educators working within the Scholar Academic ideology view the nature of their disciplines?

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This can be described in three basic ways:    "(1) a defined area of study; (2) the collection of facts, writings, and other works of scholars associated with a well-defined area of study; and (3) a “community of individuals whose ultimate task is the gaining of meaning” in one domain of the world of knowledge." (Schiro, 2013, p.27)

Our text defines a discipline as "as a community of people in search of truth within one partition of the universe of knowledge." (Schiro, 2013, p.27)

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The Discipline as a Hierarchical Community

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The Discipline as a Hierarchical Community

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"Disciplines are viewed as hierarchical communities consisting of inquirers into new knowledge, teachers of knowledge, and learners of knowledge."  (Schiro, 2013, p.27)

The hierarchical organization of a discipline below, as displayed in our text on page 27, gives a visual of the upward progression of student to scholar. (Schiro, 2013, p.27)

However, the "intellectual activity anywhere is the same...The difference is in degree, not in kind." (Schiro, 2013, p.27)

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The Learning ↔ Teaching Dynamic of the Discipline

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The Learning ↔ Teaching Dynamic of the Discipline

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"The dynamic of the discipline is inherent in the dual activity of “search for knowledge” ↔ “dissemination of knowledge” present at all levels of the intellectual hierarchy." (Schiro, 2013, p.28)

In reference to the knowledge of the discipline, it is "viewed as having two characteristics: it can be learned, and, once learned, it can be taught." (Schiro, 2013, p.28)

Regardless if the member is a scholar, teachers, or student; they :are viewed as constantly engaged in the dual activity of learning ↔ teaching."(Schiro, 2013, p.28)

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The Educative Process Within the Academic Community

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The Educative Process Within the Academic Community

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"Scholar Academics view education as a process of acculturating students into a discipline, and thus into one portion of their culture's knowledge base." (Schiro, 2013, p.29)

"A “territorial imperative” is constantly at work in two ways. First, education outside of the discipline is discouraged and frowned on. Potential members of the discipline are not to be lost to “technical education” or “vocational education.”  Second, education within the disciplines involves the special cultivation of those members of the discipline most likely to spend their lives within the discipline and most likely to make contributions to the discipline." (Schiro, 2013, p.29)

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Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: SAGE Publications. p. 27-29