A Closer Look at Both Sides of the Debate
What do the proponents of integrated curriculum say?
As professionals in the education field, we recognize that teaching has become increasingly more complex. Because of the considerable amount of educational restructuring, numerous innovations have surfaced, including integrated curriculum. An integrated approach to teaching supports that when themes or projects are combined, students are able to make meaningful and relevant connections between the different disciplines. In addition to creating a more profound understanding of the material, repetition between the subjects decreases. Integrated curriculum supports a belief that an individual’s direct experience is crucial to purposeful learning. Therefore, an integrated curriculum is a viable way to enable meaningful learning to become a reality. The ideas and belief system that comprise an integrated curriculum tend to shift from the traditional structure of schools. Integrated curriculum supports that universal truth is not a possibility. Instead, many different possibilities exist and there are a variety of ways to reach a desired outcome, such an approach adopts a post-modern attitude.
Supporters of integrated curriculum have placed a greater amount of emphasis on the fact that student experience is essential for meaningful learning to occur. Integrated curriculum seems to be the best vehicle for empowering students, parents, and teachers (Vars, 1991). Yet, many schools are structured where students move from one subject area to the next, information is disconnected and the ability to make material relevant to the lives of the students is lost. Progressives were opposed to the "factory-like efficiency" model, on which schools depended. Progressives believed that school learning was so unlike the real world that it had little or no meaning to the average child, (Ellis and Fouts 1997). Such speculation about the very nature of education is foundational to integrated curricular efforts.
A Closer Look at Both Sides of the Debate
What do the proponents of integrated curriculum say?
As professionals in the education field, we recognize that teaching has become increasingly more complex. Because of the considerable amount of educational restructuring, numerous innovations have surfaced, including integrated curriculum. An integrated approach to teaching supports that when themes or projects are combined, students are able to make meaningful and relevant connections between the different disciplines. In addition to creating a more profound understanding of the material, repetition between the subjects decreases. Integrated curriculum supports a belief that an individual’s direct experience is crucial to purposeful learning. Therefore, an integrated curriculum is a viable way to enable meaningful learning to become a reality. The ideas and belief system that comprise an integrated curriculum tend to shift from the traditional structure of schools. Integrated curriculum supports that universal truth is not a possibility. Instead, many different possibilities exist and there are a variety of ways to reach a desired outcome, such an approach adopts a post-modern attitude.
Supporters of integrated curriculum have placed a greater amount of emphasis on the fact that student experience is essential for meaningful learning to occur. Integrated curriculum seems to be the best vehicle for empowering students, parents, and teachers (Vars, 1991). Yet, many schools are structured where students move from one subject area to the next, information is disconnected and the ability to make material relevant to the lives of the students is lost. Progressives were opposed to the "factory-like efficiency" model, on which schools depended. Progressives believed that school learning was so unlike the real world that it had little or no meaning to the average child, (Ellis and Fouts 1997). Such speculation about the very nature of education is foundational to integrated curricular efforts.
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