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"Beyond Learning" Curriculum Philosophy - Wakelet

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https://padlet.com/jls2360/m1i9pv0fn24wv1j6 What's the Point? Beyond Learning wants the learner to become the best version of himself that is possible, which can only be fully worked out by the learner herself, through freedom. The idea is that the work of developing, building, finding, negotiating, and/or traversing "who I am" can more easily be achieved if I have as many tools at my disposal as possible.

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Bandura, Albert (1982).  “Self-efficacy mechanism in human agency.  American Psychologist. 37 (2): 122-147.

Greene, M. (1978). Towards wide-awakeness: An argument for the arts and humanities in education.  In Landscapes of learning (pp.161-167). New York: Teachers College Press.

Hooks, Bell. (2003). Democratic education.  In Teaching Community: A pedagogy of hope (pp.41-49).  New York: Routledge.

Hirsch, E.D. (1996). Introduction: failed theories, famished minds.  In The schools we need and why we don’t have them (pp.1-16). New York: Doubleday.

Luke, Allan (2012). ”The Practical Problem of Curriculum Making.” In A. Luke, A.Woods, & K. Weir, Curriculum, syllabus design and equity: A primer and model (p.1-5)

Noddings, N. (2009). The aims of education.  In D.J. Flinders & S.J. Thorton (Eds.)  The curriculum studies reader (3rd ed., pp.425-438). New York: Routledge

http://www.differencebetween.net/miscellaneous/difference-between-education-and-indoctrination/#:~:text=Education%20involves%20the%20seeking%20of%20facts%2C%20and%20learning,political%20party%2C%20a%20cult%2C%20or%20a%20belief%20system.

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Better decision-making about me, myself, and I.  Better decision-making about Us, we and they.  There is a continuous negotiation happening that the learner is most prepared for when she has as much information as possible.

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o   Personal Freedom

o   Learning that combines, relocates, exposes, enlarges, and unearths

o   Full potential

o   Teacher is a more experienced learner guiding the less experiences learner as that less experienced learner works out her own journey

o   The presentation of only one subject at a time is insufficient

o   Teachers are asked to bring their multi-faceted being to assist in guidance

o   Personalization

o   Flexibility & Rigor (Hursh)

o   Creativity, Critical Thinking, Problem Solving, Emotional Intelligence

o   Education vs Indoctrination

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Ways of Learning:

INTELLEGENCES.
Professor Gardner and his Intelligences Theory was not the first of its kind, but it definitely has left an indelible mark on how we see the learner and understand his particular learning style.  Gardeners Theory coupled with the vast research that suggests that IQ tests and other intelligence measures really don’t measure “Intelligence and Ability,” but merely measure the particular dimension of the test both call on us to offer multiple platers for which the dish of learning might be served on.

Ways of Responding to Learning

CURRICULUM VISIONS.
As mentioned above, the information out there about how ineffective testing can be at times in measuring the particular thing we think it is measuring, is plentiful.  As a result, it is important that we move away from one way to express “knowing.”

I propose expanding curriculum visions to be seen as tools in a tool kit that should be used by teachers; but, also be used  by learners as potential methods of response to the material presented.  We continue to be confronted with research that suggests even presenting curricula through the lens of ecojustice or queering is not enough.  Learners have to be as much or more so presented with opportunities to be at play with these concepts.

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More Options:
“Open contestations over the selective curricular traditions of schooling is, by definition, a central element of what democratic schooling is all about- of the robust and, more often than not, divisive search for common and uncommon cultural touchstones, values and beliefs in culturally, linguistically and historically heterogenous and heteroglossic societies.  This contrasts sharply with autocratic societies where the decisions about what will count as knowledge are made in closed, inaccessible, and incontestable contexts by elite interests. (Luke, 4).  When I use the word expansion in this context I think of the concept of freedom, particularly the ends of freeing-unto.  Learning what all is out there to have a greater chance of finding what most resonates with me.  From a business standpoint if I am exposed to more, I can provide more ideas to the successful development of economy and capital. More interdisciplinary learning design.

More Forms:
Subjects offer more dynamic experiences when they are coupled with other subjects.  When looking at Curriculum through the lens of expansion one sees opportunities to take a hum-drum curriculum and make it more robust.  This may mean setting it in a milieu that makes it more accessible to the particular learners before you.  This may mean partnering with an entity in the community that brings in a speaker or allows students to travel to a location for research (the local college library or a Slave burial ground).

Teachers should also be considered part of the curriculum.  Teachers and their hobbies, fields of study, and culture should be a welcomed part of curriculum expansion.  They have personal insight into a way of viewing the world that many of their students may not be familiar with.

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Expansion & Exposure (In-larging a Learners Territory)

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Expansion & Exposure (In-larging a Learners Territory)

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Consider this scenario.  A Latin youth has enjoyed the sport of baseball all of his life.  It is not just the playing of the sport that he resonates with.  It is the statistics that surround analysis of the game performance.  It is the leadership and organization of team members.  It is also how the sport, though deeply tied to American culture, has made space for the Latin.  So, this young boy has spent his life playing the sport to become better and better at it.  His life purpose as such has become to be a baseball player.  He feels he must stay connected to the sport as a life/career path.  But, does he have to play the sport to stay connected to the sport as a life/career path?  In fact, could it be that some other aspect of the sport, besides playing it professionally, might very well give him greater self-satisfaction, other areas that may include: managing a team, owning a team, being a commentator, being a statistician for the sport, being  an international liaison for the MBL, etc?

It’s an intuitive idea that we give little credence to in education.  How can one become something that she has never been exposed to the idea of?  How does one speak a language they have never been introduced to?  And how does one know what it is they feel if they have never been offered enough context to wrap their head around it. There are fewer Brown and Black people in certain professions in comparison to their white counterparts.  Is it more likely that this is because they are incapable of excelling at the work or is it more likely that this is because Brown and Black people have less exposure to certain fields?  Education that exposes students to as much as possible might thus be beneficial along those lines.  Studies have shown that children who have not been exposed to STEM before the fourth grade are less likely to be interested in it after fourth grade.  This would suggest that as time goes on, during a youth’s development, without exposure, they will recline to the things they are familiar with and become content even if they don’t feel completely satisfied.  This could also work along the lines of connections across ethno-cultural groups or business idea development.  I am in some ways limited or enslaved by that which I do not know.

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"...fragmentation has increased, and more and more people have felt themselves impinged upon by forces they have been unable to understand... various writers and artists have articulated experiences of being conditioned and controlled." (Greene, 120)
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Beyond Curriculum addresses the problem of control that is so pervasive on every tier of education.  It addresses the assumption that all young learners should be trained toward the same conceptual purpose that is outside of themselves: social justice, eco-activism, the destruction of racism and prejudice, amassing wealth, to serve society, etc.  Furthermore, it assumes that learners when connecting with these concepts should connect with them only in particular ways.  The American Slave story and the Holocaust story are but two of many realities of how humanity has allowed pride, selfishness, and capitalism to soil the soul of Humanity.  Teaching about one may resonate with certain learners and with others it may not.  However, offering the concept in general, along with numerous examples, illuminates the greater issue more clearly and allows the learner to unearth the atrocity they most resonate with and then further, use it to gain a greater understanding of the other atrocities.

https://www.baconsrebellion.com/wp/education-or-indoctrination/

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According to Professor Albert Bandura, Self-Efficacy, is about decision making and personal judgements.  He wrote that it concerns “how well one can execute courses of action required to deal with prospective situations (Bandura, 82).”  This leads to two aims:

1. Learning to the ends of becoming the best fulfillment of one’s self because the situation of becoming one’s self is the most complex situation of all.

This suggests that the learner will be in the best position to make the best decision about what s/he should do or where s/he should go.  These courses of action all learners should be guided in the growth of are Creativity, Critical Thinking, Problem Solving, and Emotional Intelligence.

2.      Learning to the ends of being able to make the most informed and effective decisions no matter what situation one has come in contact with.

This suggests that the learner will be in the position to create and support effectively wherever s/he ends up going or what ever social situation s/he may find her/himself in.  These courses of action all learners should be guided in the growth of are Creativity, Critical Thinking, Problem Solving, and Emotional Intelligence.

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Self-Efficacy

Freedom
Expansion/Exposure

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Plato, Rousseu, and Dewey all express the sentiment that when a learner has been empowered to live their fullest life and do work that is most natural to her this is the best expression of education.  Not only does it produce happy people but happy people doing what most resonates with them make for a happy society(Noddings).  To take this ideal at face value leads us to a well-reasoned conclusion.  We may be focusing our lens on the wrong thing.  Instead of focusing on curriculum views that train or reform learners into social, political, Queer activism in hopes that they will change the world for the better, the focus might need to be placed on improving students Self-Efficacy so that they can make the best decisions to become the best themselves they can be, and as a result society will be more the better.

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"People want to be happy and, since this desire is well-nigh universal, we would expect to find happiness included as an aim in education. " (Noddings, 425)
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Beyond Learning wants the learner to become the best version of himself that is possible, which can only be fully worked out by the learner herself, through freedom.  The idea is that the work of developing, building, finding, negotiating, and/or traversing “who I am” can more easily be achieved if I have as many tools at my disposal as possible.

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"For Dewey, 'each individual constitutes his own class' and the process of education must be dynamic and flexible." (Noddings, 428)