TOPIC: creating a culturally creative Classroom for Social Studies in an Elementary School. o Develop three detailed, measurable objectives based on your knowledge of domains of learning. Explain ho

PHILOSOPHIES AND MODELS FOR CHANGE 0

Curriculum Change Plan: Part 2 - Philosophies and Models for Change

Brittany J. Cooper

School of Education, Liberty University

Author Note

Brittany J. Cooper

I have no known conflict of interest to disclose.

If any conflict please correspondence concerning this article should be addressed to Brittany J.Cooper

Email: [email protected]

Curriculum Philosophies or Models

In the field of education, selecting an appropriate curricular philosophy or model is critical for moulding students' learning experiences. Essentialism, Constructivism, and Tyler's curricular Rationale are three important curricular philosophies/models that fit with my approach to improving Social Studies competency. Essentialism, a philosophy based on the assumption that there is a common core of knowledge that all students should learn, has its roots in the early twentieth-century writings of William C. Bagley (Sahin, 2018). This concept argues for a disciplined curriculum focusing on key courses, with an emphasis on cultural legacy and social norms transmission. Essentialism resonates with my vision for Social Studies teaching because it equips students with the historical and cultural understanding they need to be educated citizens.

Constructivism, on the other hand, evolved in the mid-twentieth century, with significant contributions like Jean Piaget and Lev Vygotsky. This paradigm promotes active learning and knowledge development via hands-on activities. A constructivist approach to Social Studies would engage students in inquiry-based projects, simulations, and conversations, developing critical thinking and a greater knowledge of historical events. This paradigm appeals to me because it supports the notion that children learn best when they are actively involved in the learning process. Tyler's Curriculum Rationale is a paradigm devised by Ralph W. Tyler in the 1940s that focuses on identifying clear goals, organizing information, choosing learning experiences, and assessing curriculum efficacy. Tyler's methodology is practical and goal-oriented, making it ideal for developing a complete Social Studies curriculum that is also quantifiable in terms of student accomplishment (JOSEPH, 2021). This methodology appeals to me because of its systematic and outcomes-based approach to providing a well-structured and useful curriculum.

The evolution of these ideologies and approaches across time mirrors the growth of educational ideas. Essentialism, which has its roots in classical education, arose at a period when there was a perceived need for a return to traditional principles in education. Constructivism arose as a reaction to behaviourist ideas, stressing learners' active participation in the educational process (Wilson, 2017). Tyler's Curriculum Rationale aims to introduce a systematic and efficient method to curriculum design motivated by scientific management ideas. Given the influence of these ideas and models on contemporary curriculum reform initiatives, it is clear that educators often use a mix of these methods to construct a balanced and successful curriculum. Essentialism helps to build a solid knowledge base, Constructivism encourages active participation and critical thinking, and Tyler's approach provides systematic planning and evaluation. This integration enables a comprehensive approach to Social Studies instruction that meets the different requirements of pupils.

Focus Philosophy or Model

The foundation of my curriculum reform plan focused on improving Social Studies competence is essentialism, which stands out significantly among many curricular philosophies and methodologies. The focus on a common core of knowledge aligns with the underlying concept that in order for students to become well-informed citizens, they must first have a solid awareness of historical events, cultural heritage, and social standards. Essentialism, in my opinion, offers not just a basic framework but also the clarity required for a thorough Social Studies curriculum (Kurzwelly et al., 2020). The curriculum acquires depth and relevance by concentrating on this idea, ensuring that students are prepared with the necessary information to interact with the intricacies of the world around them critically.

As a philosophy, essentialism argues for a curriculum that emphasizes essential disciplines such as history, geography, and civics. These disciplines comprise the foundation of knowledge required of all students. Essentialists claim that this common core gives pupils with a shared cultural heritage and a feeling of oneness. This theory may be traced back to classical education and gained traction in reaction to the perceived need for a return to traditional ideals in education in the early twentieth century. Essentialism in Social Studies refers to a curriculum that emphasizes the study of major historical events, underlying ideas of governance, and cultural heritage (Sahin, 2018). This method guarantees that students have a strong knowledge of the historical framework that formed their society as well as the principles that sustain it. Students are better ready to engage critically with modern challenges and contribute effectively to society if they concentrate on important information.

The continued focus on core courses in educational institutions demonstrates the effect of Essentialism on contemporary curriculum revision attempts. Despite the rise of more progressive paradigms, Essentialism continues to influence curriculum design by emphasizing the need for a solid foundation. This ideology promotes the notion that a well-rounded Social Studies education should contain a thorough grasp of historical narratives, geographical settings, and governance principles. Essentialism serves as the structuring element for the Social Studies curriculum in my curriculum overhaul proposal. The key topics outlined by this concept serve as the foundation for the whole program (Belbase et al., 2022). This comprises a chronological assessment of historical events, an investigation of geographical notions, and a thorough discussion of civic values. The curriculum acquires coherence and relevance by adhering to Essentialism, ensuring that students obtain a full education in Social Studies.

Values and Hidden/Implied Curriculum

In Social Studies education, values play an important role in defining the hidden and implied curriculum. The unintentional lessons that kids acquire via the culture and surroundings of the school are referred to as the hidden curriculum. In contrast, the implied curriculum refers to the values and attitudes that are implicitly given through the curriculum's content and structure (Jukić, 2019). In the context of improving Social Studies competency, it is critical to understand and address the influence of values on the curriculum's hidden and implicit components. As it digs into historical events, cultural practices, and social norms, Social Studies as a discipline inevitably incorporates the investigation of values. The problem, however, is to ensure that these principles are presented fairly and that students are taught to think critically about other points of view. The hidden curriculum may unintentionally convey prejudices or encourage specific cultural narratives, influencing pupils' understanding of history and society.

Two ways may be used to address possible values or hidden/implied curricular concerns in Social Studies instruction. First and foremost, building an inclusive and diverse classroom atmosphere is critical. This entails deliberately integrating varied viewpoints into the curriculum, ensuring that students are exposed to a variety of ideas and experiences. Students are better able to appreciate the intricacies of society's values and viewpoints if they acknowledge and confront the diversity of historical narratives. Second, fostering critical thinking abilities is vital in reducing the influence of values on the concealed curriculum (Moore, 2010). By encouraging students to examine and critique historical narratives, primary sources, and cultural representations, they may get a more nuanced knowledge of the values implicit in these materials. Educators who emphasize critical thinking allow students to explore the hidden and implied curriculum on their own, promoting a feeling of agency and intellectual autonomy. Promoting critical thinking skills in the context of Social Studies education is consistent with the biblical principle found in Proverbs 2:3-6 (NIV): "Indeed, if you cry out for insight and cry aloud for understanding, and if you seek it as for silver and search for it as for hidden treasure, then you will understand the fear of the Lord and find the knowledge of God." For the Lord bestows insight; knowledge and understanding flow from his lips."

This biblical scripture promotes the active pursuit of knowledge and insight. Educators develop a culture of inquiry and a dedication to learning by encouraging students to examine and study historical narratives, primary materials, and cultural representations. The metaphor of looking for information as if it were buried treasure emphasizes the concept that critical thinking is a worthwhile and purposeful undertaking. Students are encouraged to pursue a nuanced knowledge of the values implicit in the materials they meet in their Social Studies curriculum, just as people are asked to seek wisdom. Furthermore, the idea that "the Lord gives wisdom" is consistent with the premise that critical thinking abilities are a gift that may be polished and improved. By stressing critical thinking in the setting of Social Studies, educators not only cognitively educate students but also foster a feeling of agency and autonomy—a duty to seek knowledge and interact with the world with discernment. This biblical viewpoint establishes the value of critical thinking in education by highlighting its connection to the quest for wisdom and knowledge. Teaching about values in the context of Social Studies education should not include indoctrination but rather the development of knowledgeable and responsible citizens. Educators may establish a learning environment that honours the underlying values in Social Studies while actively seeking to avoid biases and foster critical participation by using these two tactics.

To summarize, selecting curricular philosophies and models is a critical component of developing a successful Social Studies program. With its emphasis on a shared core of knowledge, essentialism serves as the cornerstone for my curriculum modification strategy. Essentialism's historical growth and significance, as well as its compatibility with the aims of Social Studies teaching, make it an attractive option. Addressing values and the hidden/implied curriculum in Social Studies also includes encouraging inclusion, diversity, and critical thinking. These tactics guarantee that children obtain a well-rounded education that prepares them for the complexity of history, culture, and society.

References

Belbase, S., Sharma, B., Pant, B. P., Khanal, B., Panthi, R. K., Kasemsukpipat, W., & Al Farra, N. K. (2022). Philosophical foundations for curriculum decision: a reflective analysis. SN Social Sciences, 2(4), 39.

JOSEPH, O. O. (2021). A review: Models of curriculum evaluation. Department of Education Foundation Faculty of Education School of Post Graduate Studies Federal University, Dutsin-Ma Katsina State.

Jukić, R. (2019). Hidden curriculum and school culture as postulates of a better society. In Implicit Pedagogy for Optimized Learning in Contemporary Education (pp. 1-22). IGI Global.

Kurzwelly, J., Fernana, H., & Ngum, M. E. (2020). The allure of essentialism and extremist ideologies. Anthropology Southern Africa, 43(2), 107-118.

Moore, D. T. (2010). Critical thinking and intelligence analysis (No. 14). Government Printing Office.

Sahin, M. (2018). Essentialism in Philosophy, Psychology, Education, Social and Scientific Scopes. Online Submission, 22(2), 193-204.

Wilson, B. G. (2017). Constructivism for active, authentic learning. Trends and issues in instructional design and technology, 61.