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      <title>Group 5: Consider the proposition that the curriculum should be knowledge-based by Nicholas Wollaston</title>
      <link>https://padlet.com/utnvnwo/dx16501cycxb</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2019-01-31 12:40:30 UTC</pubDate>
      <lastBuildDate>2026-03-03 21:03:28 UTC</lastBuildDate>
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      <item>
         <title>Conclusion</title>
         <author>utnvnwo</author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234960</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-01-31 12:40:30 UTC</pubDate>
         <guid>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234960</guid>
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      <item>
         <title>Theme 3</title>
         <author>utnvnwo</author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234962</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-01-31 12:40:30 UTC</pubDate>
         <guid>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234962</guid>
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      <item>
         <title>Theme 2</title>
         <author>utnvnwo</author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234963</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-01-31 12:40:30 UTC</pubDate>
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      <item>
         <title>Theme 1</title>
         <author>utnvnwo</author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234965</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-01-31 12:40:30 UTC</pubDate>
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      <item>
         <title>Introduction</title>
         <author>utnvnwo</author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326234966</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-01-31 12:40:30 UTC</pubDate>
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      <item>
         <title>Argument 1: Who decides—bias</title>
         <author></author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326326304</link>
         <description><![CDATA[<div>	Curriculum should not be based on knowledge as the concept of ‘knowledge’ is contested, in which, it is skeptical in terms of who decides what is the knowledge, and this make the ‘knowledge’ biased. Young and Muller (2016） distinguishes knowledge into two ideas: ‘knowledge of the powerful’ and ‘powerful knowledge’. The first concept refers to the idea of who decides what should be knowledge and who has access to it. The former concept refers to the purpose of knowledge. If curriculum is knowledge based, the authorities have to define the above concepts and this means that the final definition for knowledge must be biased. </div><div><br></div>]]></description>
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         <pubDate>2019-01-31 15:53:07 UTC</pubDate>
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         <title>Argument 2: Skills </title>
         <author></author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326327986</link>
         <description><![CDATA[<div>The curriculum is concerned with knowledge and understanding which differs from the skills needed in everyday life. Essential skills like using the internet as a search engine aren’t taught in institutions effectively. This Is a skill individuals teach themselves in order to learn and build on our research skills. When the term “curriculum” is mentioned there is the automatic correlation to schooling. Unintentional learning outside of school increases ones development which enables them to be more efficient. </div>]]></description>
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         <pubDate>2019-01-31 15:56:22 UTC</pubDate>
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         <title></title>
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         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326328144</link>
         <description><![CDATA[<div>The proposition that the curriculum should be knowledge based is essentially referring to the fact that the curriculum should be simply based around building understanding on facts and information around particular subjects. The curriculum is significantly submerged in just school knowledge. However for many this may limit young peoples’ learning and their ideas of post school experiences. The curriculum dismisses essential aspects to knowledge. School knowledge is not simply what should be taught in school but rather the curriculum should consider other aspects of learning such as developing skills e.g. life skills, communication etc. Also the curriculum could teach other aims such as happiness. To make the curriculum less biased, perhaps we should give others the opportunity to decide what the curriculum consists of such as parents or young people themselves. </div>]]></description>
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         <pubDate>2019-01-31 15:56:40 UTC</pubDate>
         <guid>https://padlet.com/utnvnwo/dx16501cycxb/wish/326328144</guid>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/utnvnwo/dx16501cycxb/wish/326329141</link>
         <description><![CDATA[<div>According to Anthony Seldon, “The purpose of schools should not just be to maximise the exam performance of their students. They should seek to maximise the chances of their students leading happy, successful and healthy lives”. Robert Dearden stated that happiness is a hedonic concept. This means that happiness relates to pleasure. Individuals who believe in teaching happiness in schools often argue that the parents main aim in life is for their children to be happy. However, the aim of education cannot simply be happiness without qualification. Therefore, education should be about learning valuable skills, and information rather than happiness as a whole. Happiness should not be in the form of skills and techniques, but as part of an enquiry to live well and have moral values. </div>]]></description>
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         <pubDate>2019-01-31 15:58:36 UTC</pubDate>
         <guid>https://padlet.com/utnvnwo/dx16501cycxb/wish/326329141</guid>
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