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SCHIRO

Scholar Academic Ideology focuses on inducting students into academic disciplines through the curriculum. It views academic disciplines as the central organizing principle for curriculum design and aims to teach students both the content and ways of thinking of disciplines. The goal is to acculturate students to think and behave like scholars by transmitting established knowledge through didactic teaching methods. Evaluation focuses on objectively ranking students based on their mastery of disciplinary content.

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2K views4 pages

SCHIRO

Scholar Academic Ideology focuses on inducting students into academic disciplines through the curriculum. It views academic disciplines as the central organizing principle for curriculum design and aims to teach students both the content and ways of thinking of disciplines. The goal is to acculturate students to think and behave like scholars by transmitting established knowledge through didactic teaching methods. Evaluation focuses on objectively ranking students based on their mastery of disciplinary content.

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zaruleliza
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SCHIRO: CURRICULUM THEORY PART 1:

SCHOLAR ACADEMIC IDEOLOGY


These are my study notes from Michael Stephen Schiros Curriculum Theory Conflicting Visions and
Enduring Concerns (2nd edition, 2013).I have a tendency of writing notes for myself as I read through
my course literature, it helps me remember things and make sense too. I thought I post these here in
case youre interested in curriculum theories (like, who wouldnt be, right?) and are interested in
reading the book but cant find right now or whatever.
Now, first Schiro introduces four curriculum ideologies: scholar academic, social efficiency, learner
centered and social reconstrucion ideology. Here Ive written what I thought were the important
bits of Scholar Academic Ideology that hopefully help me remember all that I need to know to pass my
tests.
Scholar Academic Ideology
-

It all comes down to: academic disciplines. The Goal of this ideology is: induction of the child

into an academic discipline.


-

learning to think and behave like university academians do.

do not embody just a back-to-basics, get tough, content-oriented approach BUT -> translate the

discipline into experiences that acculturate children into the discipline by both teaching the knowledge
AND enabling them to think, behave and feel as members of the discipline.
-

a curricula embodies a portion of a discipline

subject matters, its the essence of the discipline -> central concern while creating curricula, other

concerns are secondary (society, learner, learning process)


-

for every school subject, there must be a corresponding academic discipline

Immediate demands (physical, social, economic or political) should NOT influence what occurs in

schools.
-

The school is to have as its highest priority the cultivation of the human mind as expressed within

the academic disciplines


-

THUS schools are NOT to include occupational, professional, vocational, technical,

commercial, agricultural, business, industrial or home-making training for children.

A mans essence is summed up by his ability to think.

The worlds of intellect, knowledge and the academic disciplines are viewed as roughly equivalent

in terms of both what they include and exclude.


-

Academic disciplines:

Defined area of study

the collection of facts, writings and other works

a community of individuals whose ultimate task is the gaining of meaning

Scholars -> teachers -> students

Search for knowledge <-> dissemination of knowledge

Curriculum Issues:

Identifying separate disciplines and determining the nature of each and deciding the
relationships among them.

What is the actual essence of an academic discipline?

How to cope with the changing nature of any discipline?

How students should learn the discipline?

How the discipline discovers new knowledge?

Historical context:

other educatiors associate academic ideology with traditional education and with an
imaginary traditional classroom.

Scholar Academics do not want education to be sterile, regimented and boring.

Academic education for everyone = great equalizer of democracy that allows children from all
socioeconomic classes to compete for success.

Aims:

Extend the academic disciplines and


o

preserve the existence of the disciplines by guaratneeing that there exist future
members of said discipline.

building literacy of the disciplines knowledge within the general population.

These aims are rather vague and intangible, and do not specify why a particular item is
included in the curriculum.

Scholar Academics assume a priori that the benefits of being acculturated into the world of
the intellect need no pragmatic defence.

Knowledge

knowledges ables you to understand the world (contrast to giving people, for example, the
ability to do things etc.)

knowledge takes the form of both content and process. It means both what which is known
and the way in which something is known.

The Child

Scholar academics are concerned more with the curriculum content than with the child.

the child = childs mind = creature of intellect

Learning

Learning <> teaching


o

in the core of academic disciplines

learning is a function of teaching, learning results from teaching

Teachers

Mediators between the curriculum and the student

mini-scholars

presenting a discipline to students, rather than creation of new knowledge

transmitters of a discipline

teachers need to have three kinds of knowledge:

knowledge of the discipline

curriculum knowledge

pedagogical knowledge

Teaching Methods

didactic discourse
o

can be accompanied by pictures, demonstrations etc.

supervised practice
o

students learn how to.

Socratic discussion
o

primary mode in reporting findings in a discipline

teaching by asking questions

Evaluation

objective

testing and assessment results are important

evaluation has as its intent the ranking of evaluees. It is not used to separate students
according to what they know, but according to who knows it best.

Concluding perspective

The Scholar Academic ideology is unfairly often assumed to represent traditional education.

The ideology has done much to give intellectual vitality, excitement, depth etc. to school
curriculum.

Intent to stimulate and excite children to explore the world of knowledge and intellect.

Insists that students understand the knowledge they aquire -> education should promote
intellectual excellence.

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