Gabriela Cristea
Teacher Training Department, Spiru Haret University Bucharest, Romania
Abstract
The notion of curriculum knows many definitions. The two understandings of education policy perspectives is essential: Paradigm and Educational Project. `Curriculum that promotes a new paradigm in the development of education and science education. Is initiated by Ralph W Tyler (1949). The center is located finalities of Education expressing the Unity of Psychological and Social Needs. Curriculum is defined as a year educational project on continuous view of Education (Louis D'Hainaut, 1979).Refers to core products at system and process
Keywords: curriculum, curriculum evaluation, curriculum reduction, Pre-modern, Modern, Postmodern curriculum
1. The problem
The notion of curriculum known many definitions. Is proposed in particular Anglo-Saxon literature throughout the twentieth century. In other cultural and educational areas is viewed with reserve. Even a book about curriculum published by UNESCO in 1970 preferred the title "education and lifelong learning programs (see L. D'Hainaut, coord., trad.1981). In this way, maintaining the trend of reduction curricula at education programs.
In Romania, before 1989, the term is used quite often. Instead, after 1990, the term is used in excess. By 1990, "the concept of curriculum was used by Romanian teachers only sporadically. Currently we are dealing with an opposite situation. Term curriculum is used improperly and not infrequently wrong (I. Negreţ-Dobridor, 2008, p.17).
Into Romanian teaching literature we find a strange situation,. Before 1989, although the term is used too often, curricular approach is quite present. We illustrate the coordinated work of Ion Cerghit, Improving lesson in modern school (1983) or by research undertaken by Ion Negreţ, Ion Jinga, the results published in the Journal of Pedagogy and a chapter of the book co-coordinated by I. Jinga and L. Vlăsceanu, - structures, strategies and performance in education (1989).
After 1990, although the term is used continuously curricular approach is sometimes abused. We think that deal works out curriculum evaluation, curriculum reduction plan and program (called curriculum), the theory and methodology, curriculum development only by accepting the teaching of general subjects previously treated so.
In the world in dictionaries and specialized treatment and meet several quite different definitions. The International Encyclopedia of Education is seeking a historical overview of definitions. In the decade 1940-1950, the curriculum is "life and school program. In the decade 1950-1960 curriculum refers to the general plan for training of students. In the decade 1960-1970 is associated with model of thinking based on students experience. After 1970, the curriculum is understood as a product of research that guides
the learning experience of students for vocational skills. In the general and synthetic vision, curriculum and training plan is an effective learning (see Husen, T., Postlethwaite NT, eds., 1985).
The large number of definitions of curriculum creates major problems in understanding that concept. This is reported in literature teaching in Romania after 1990
-"In 1974, Siegel meanings of accounts 27 Curriculum (apud. D'Hainaut 1979). In 1997, Marsh, examining 44 of curricular concepts (...) concluded that there is a moderate degree of agreement on key concepts. This is regarded negatively. In research and definition of curriculum Convergence should prevail over divergence. "a concept of curriculum is not ambiguous, but consistent with widely recognized" (D Potolea in E. Peacock, D. Potolea, coordinators, 2002, p.70, 71).
A definition of convergence is tested in the Dictionary of Pedagogy, 1979, p.111) - "The whole school activity and functionality, which is reflected in the curricula, curriculum, textbooks, methodological guidelines, goals and behavior patterns that lead the objectives, methods and means of developing learning and teaching methods appropriate behavior, assessing the results, etc..." This definition, however, on the one hand, too broad and descriptive, and secondly, reduced only to the school area. It requires a presentation of terms should be understood that the problem of defining the curriculum.
2. Terms problem
First, curriculum must put the problem in historical terms. Specialized dictionaries distinguished three historical stages in curriculum development (see S. Cristea, 2000, p.75-77)
A) Pre-modern curriculum. History is set between the sixteenth century - the nineteenth century. May called traditional curriculum. Has limited significance, reduced to programs, courses, official textbooks. Unfortunately, its influence is present. This significantly reduced the content appears sometimes in education policy documents, sometimes in the literature.
B) Modern curriculum. History is set in the first half of the twentieth century.
Important is the study of John Dewey, The Child and the Curriculum (1902).For the first time is set the problem to rift that arises between the curriculum (in the sense of the content taken from science) and experience student life. Programs should therefore be reorganized to establish a normal relationship between curriculum and student.
Another American author, Franklin Bobitt (The Curriculum, 1918), talks about curriculum objectives conceived as a skill. Modern curriculum should capitalize the students experience of social and school environment to achieve objectives.
C) Postmodern curriculum .Is released by another American teacher Ralph Tyler in the book „Basic Principles of Curriculum and Instruction”. For the first time in the history curriculum is defined by reference to the principles of paradigm value. It will influence not only design training, but pedagogy (called, by John Dewey, science education).
Curriculum principles as R.W. Tyler are: a) selecting goals and objectives, b) choosing learning experiences to foster knowledge acquisition as targets, c) organization of these experiences on effective ways d) evaluating the results according to the goals and objectives establish criteria for assessment at the outset.
R.W. Tyler's rational model (called "Tyler’s rational”) will influence the design and development of pedagogy in the second half of the twentieth century. The decade 1960-1970, as a model curriculum will be involved in system design education process.
After 1970, the curriculum will be open to lifelong learning and self-education (see L.
D'Hainaut, 1979, trans., 1981 G. Văideanu, 1988, 1996).
Throughout this period will be offered more curriculum models involved in design (interaţionist, naturalistic, dynamic development for optimization, triphasic, tetrafazic, pentafazic etc. I-Dobridor Negreţ, op. 0.168 to 198). Meanwhile, the curriculum will assert that the new paradigm of education and pedagogy (or science education).
Paradigms of education or pedagogy are recognized in the 1980s (J.M. Gabaude L.
Note, 1988)
a) The Magistrocentrism. The heart of education is teacher, message which directs, teaching;
b) The Psihocentrism. In the core of education is the educated, students, priority requirements are psychological education; objectives, socially conditioned, are neglected;
c) The Sociocentrism. In the education center is placed the demands of society to education, educator and educated. Are economic, political and cultural conditioned.
d) The Technocentrism. In the education center is located educational project, with the formative purposes. Increased attention to modern technologies in education.
Curriculum paradigm that attempts to resolve the historical conflict between the sociocentrist paradigm and psihocentrist paradigm. "In the center of education are placed education finalities (the ideal, goals, objectives of education), built in the unit of internal psychological requirements of educated (student, etc.) and external social requirements, in terms of content of education, socially validated (S . Cristea, 2010, p. 44).
Curriculum as a paradigm proposes a new approach to pedagogy, science education. Will the emergence of a new basic science of learning - the general theory of curriculum which studying design and learning at all levels of the educational process. It helps to reconstruct the concepts of purpose, content, assessment, planning and organizing training, curriculum reform, curriculum research.
Asserting curriculum as a paradigm contribute to clarify the concept of teaching the curriculum. The problem is approached by UNESCO in terms of education policy. At this level, from basic research carried out, it proposes a definition of the concept of convergent and synthetic teaching curriculum - a curriculum is an educational project that defines: a) goals, aims and objectives of educational activities, b) the ways, means and activities used to achieve these goals, c) methods and tools to assess to what extent the action has paid off "(L. D'Hainaut, coord., 1979, trad.1981).
Definition belongs Louis D'Hainaut Belgian educator, coordinator of research conducted by UNESCO in 1970, completed in 1979, a reference book, "education and continuing education programs, (trad, Bucureşti, Editura Didactică şi Pedagogică, 1981) .Among the co-authors is the Romanian teacher George Văideanu which analyzing the problem in terms of research curriculum and pedagogical reform of education.
The problem is tackled by D'Hainaut curriculum in terms of: a) the action plan or design education (curriculum design), b) the project (developed curriculum).School curriculum focusing on education, formal. But is open to "any personal experience" gained in a social context of educational instructors.
Without ambiguous definition of the concept allows a global approach to design educational action. Are set three levels (ibid., p.84-87)
A) The top level of education policy decisions. Here are set the curriculum finalities (strategic goals, objectives and targets);
B) The intermediate level of management or management curriculum. The finalities are translated at the level of education and curriculum / education. Ensure
allocation of resources: information (content supporting finalities), didactic materials (space and time to achieve the finalities), technology (and methodology and human resources that capitalize it);
C) action pedagogical, technical, practical level. Specify goals and objectives into specific objectives which include chapters, modules, etc. topics of study. "At this level teachers involved, those who study, the authors of educational documents, people in the community who participated in the teaching" (ibid., p.86).
The major problem is the adaptation of its curriculum - as a paradigm and educational project – at requirements of modern and postmodern society, that change and transform. Is the central theme of research and curricular reforms.
3. Possible solutions
The solution proposed study undertaken by UNESCO in 1970 is current and is the major theme of education reforms attempted in recent decades, at the border between XX-XXI century, in light of the knowledge information society.
The study examines this solution refers to "development curriculum in light of continuing education." Envisages transformation of the entire education system on lifelong learning, promoting "more precisely the concept of curriculum and continuing education"
(L. D'Hainaut, op., P. 87, 90).
Postmodern education reform principles in lifelong learning perspective are:
A) Design a comprehensive curriculum, completely different from that traditionally separate proposing "a curriculum for primary or first cycle of general secondary education or technical education at secondary.
B) Construction of open curriculum that covers all resources "lifelong learning and its multiplicity of issues for each individual during his life and for each phase of his life."
C) Integration into the curriculum of all forms of education: a) formal and institutionalized, leading to a diploma, b) informal (n.n. non-formal) education with action unguided by awarding a diploma, but who can lead and qualification and retraining, c) informal, although influences from family, local community, society, media etc..
D) Recovery of the curriculum content of all general education - moral, intellectual, technological, aesthetic and physical education and lifelong learning at every stage of its evolution or school / university and professional.
Factors that determine curriculum and continuing education are:
a) The fundamental values underlying pedagogical goals and content general education (moral good, the truth of science, applied science usefulness, beauty, physical and mental health);
b) existential beliefs that integrates theories and ideologies, social feelings, the will of the people and community action;
c) The major components of education policy relating to cultural, philosophical models, economic and demographic realities, information resources, staff, didactic material and financial.
Paradigm at a solution to the problem lies in the reconstruction curriculum general theory of curriculum as a fundamental new science education. This reconstruction should be performed:
A), specifically centering on the subject - design education and training at all levels and teaching;
B) to clarify the relationship with the other two basic science education, general theory of education (pedagogy foundations) and the general theory of instruction (teaching general);
C) development of major issues concerning: a) foundation curriculum, general (historical, philosophical, sociological, psychological) and specific teaching (aims of education), b) curriculum context (social system, education system and process), c) types of curriculum (formal, non-formal, mandatory, optional, hidden, generally specialized common / core curriculum), d) curriculum products, e) curriculum change (G. Cristea, 2002, p.179-140)
At project specific education major problem is the curriculum process. A recovery management solution is the lesson for teaching activity typical. It envisages the replacement of bureaucratic models of lesson design with a model curriculum based on the following structures:
A) organization of resources work (with capitalization in this context forms of organization - front organization, organizing groups, organized individual, business type and variant);
B) work plan: general purpose targets basic content methods and teaching -assessment (initial, continuing, final -assessment);
C) building and development curriculum by way of linking the actions of teaching, learning, assessment: a) initial assessment, b) teaching-learning- continuous / formative assessment c) final evaluation.
References
Ioan Cerghit, I., coordonator (1983), Editura Didactică şi Pedagogică, Perfectionarea lectiei în şcoala modernă
Cristea, G. (2002), Pedagogie generală, Bucureşti, Editura Didactică şi Pedagogică, RA.
Cristea, S. (2000), Dicţionar de pedagogie, Chişinău, Bucureşti, Grup Editorial Litera. Litera Internaţional Cristea, S.(2010) Fundamentele pedagogiei, Iaşi, Editura Polirom
Dicţionar de pedagogie, coordonare generală Anghel Manolache, Dumitru Muster, Iulian Nica, George Văideanu (1979), Bucureşti, Editura Didactică şi Pedagogică
D’Hainaut. L. (1981) Programe de învăţământ şi educaţie permanentă”, trad., Bucureşti, Editura Didactică şi Pedagogică
Gabaude,J-M; Not, L (1988), La pedagogie contemporaine, Toulouse, Editions Universitaires du Sud Husen, T., Postlethwaite N.T.,eds.,(1985), The International Enciclopedia of Education, vol.2, Oxford, Pergamon Press
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Negreţ-Dobridor, I., (2008), Teoria generală a curriculumului educaţional, Iaşi, Editura Polirom
Potolea, D., Conceptualizarea curriculum-ului. O abordare multidimensională, în Păun,E; Potolea,D., coordonatori, Pedagogie, Fundamentări teoretice şi demersuri aplicative, Iaşi, Editura Polirom, 2002
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