Agenda

• Welcome ~~ any comments, questions?• Syllabus • 3/4 Slides• Chapter 7• Article 7

• Announcement:- March 19 (2 hours class, not 3)

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The Hear to a TeacherChapter 7

KNUE-ONLINEMar. 12, 2011

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Chapter 7 - Summary

• 3 Sources of Teaching:

Teaching consists of subjects, students, and self-knowledge.

Sources What to deal with Characteristics

Subjects Knowledge Complex

Students Knowing Complex

Who we are (self-knowledge)

Good teaching (inner life)

Deep, most important

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Teaching

• Teaching: a mirror to the soul• Knowing myself – knowing my students and

my subjects • Good teaching has three paths: (1) Intellectual, (2) Emotional, & (3) SpiritualThese three are interwoven in education through the pedagogical discourse. Key: connected each other.

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Teaching Beyond Technique

• Good teaching comes from:(1) The Identity, (2) the Integrity of the teacher. • Good teachers: (1) Infuse a strong sense of

personal identity into their work (2) have a “capacity of connectedness”

• Bad teachers: Distance from their subject and their students

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Cont.

• Connections by good teachers mean:- Hearts in which intellect, emotion, and spirit converge in the human self• Teaching is to connect students to the world,

one’s world through subjects and dialogues.

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Teaching and True Self

• Good teaching: Identity & Integrity(1) Identity: an evolving nexus ( 자신속의 연합 , 유대관계 )where all the forces that constitute my life, the culture, people, the good and ill, the experience, etc. (2) Integrity: wholeness I am able to find within that nexus as its vectors form and reform the pattern of my life. • By choosing integrity, I become more whole. • By acknowledging the whole of who I am, I become

more real.

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When Teachers Lose Heart

• The more you love teaching, the more heartbreaking you can be.

• Teachers lose heart when academic culture dismisses inner truth and pays homage ( 경의 )

only to the objective world,.

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Listening to the Teacher Within

• A vocation that is not mine, no matter how externally valued, does violence to the self: it violates my identity and integrity.

• ‘teacher within’ - the voice of identity and integrity• Teacher within <= talking to ourselves, a life-giving

conversation • Authority – inside out, Power – outside in. • Authority comes from identity, integrity, selfhood,

and sense of vocation.

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Institution and the Human Heart

• Institutions (schools) – diminishes human heart’s worst enemy in order to consolidate their own power.

• 그러나 , 교사는 이에 굴하지 않고 정직과 치유을 우리안에서 찾고 , 자신은 물론 , 교육과 우리 학생들을 위해 끊임없이 계속 신뢰관계와 안전한 공간을 개발해나아가야함 .

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Palm Writing: Make one sentence

• What is teaching?

• Who is a good teacher?

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Discussion Qs

ARTICLE 7

Human Agency and the Curriculum

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Agency of Human Beings

• Freedom to choose their beliefs, desires, and actions.

• Intelligence to distinguish between better or worse

• Capacity to make mistakes in what they believe, feel, and do.

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Cont.

• Curriculum Assumption: Teachers & students are capable of

(1) self-determination, (2) self-expression, and (3) strong evaluation (assess the worth)

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Three Movements1. Tyler (1949): Technological Curriculum- Focus: Desired behaviors

2. Schwab (1982): Academic Structuralism of Curriculum- Focus: Cognitive process

3. Eisner (2001): Human Curriculum - Focus: Emotional dimension of education

Q: Which curriculum movement is infused into Korean Science Curriculum?

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Tyler Rationale

• Tyler: Technological Curriculum• History of Curriculum Birth- Curriculum – prepare students for adult life (Bobbitt, 1924)- Determined by a statistical survey of daily adult behaviors (Charters, 1923)- No way (Bode, 1927) due to a logical problem (David Hume (1953) = natural fallacy (Moore, 1993)

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Cont.

[Curriculum Objectives: Three sources]By Tyler (1949)

(1) Learners Themselves(2) Social Environment

(3) Subject Matter

Q: What should come first to develop a curriculum?

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Cont.

[Establishment of curriculum objectives]

First assess what the students already know and compare this to what the social environment

and subject matter require.

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Cont.

• Tyler – Student learning and social conditions comes first than subject matter alone.

• Tyler – Student interests, the interests of society should be reflected.

• Kliebard (1975) – Subject first – refine the desired behaviors – determined by the adult society

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Cont.

• Conflicting Moral Legitimacy (TENSION)- Agent vs. Capacity of Self-determination- Learning should be defined in terms of experiences

designed to produce predetermined outcomes- Interpretation: What is most worth knowing (Tyler

Proposal)- Tyler proposal Conflicts with the Self-

Determination of students because they are agents of their own desires, beliefs, and actions.

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Schwab and the Structure of the Disciplines (curriculum structuralism)

• Structure of the discipline movement (1960s)

(1) Too much knowledge –to be false tomorrow : Tentativeness of knowledge - Schwab known as post-empiricist and post-positivist philosophy. (2) Syntax of a discipline, inquiry-based curriculum known as the “discovery method” (Shulman & Keisler, 1968)(3) “Curriculum deliberation”: discover new disciplinary, pedagogic knowledge, & endeavor to teach.(4) This threatens the possibility of moral intelligence and self-expression because it is open and eclectic.

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Eliot Eisner’s Esthetic Humanism

• Discursive expression (logic)• Non-discursive expression (arts)• Subject matter – “forms of representation”e.g., [people don’t paint what they see] –[they see what they can paint] - appreciating (artistic connoisseurship 감식가 ), critiquing

“the shape of consciousness is determined by the ways we represent experience, not by how we study

it.”

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Cont.

• Affective Domain & subjective experiences at its core

• Plato and Schwab (1982)– this is the educational of “eros”

• Explicit curriculum (Eisner, 2001): textbooks, course syllabi, brochures

• Implicit curriculum (Eisner, 2001): classroom-norms, student-teacher relations, null curriculum

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Cont.

• Critique: Eisner offered little guidance what to choose to teach

• Conflict: Moral agency (self-expression based on strong values), fallibility, possibility of being wrong

Q: What is more or less worthwhile? How to distinguish it?

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Critical Pedagogy and the Radical Curriculum

• Based on Neo-Marxists: conflict between the powerful and powerless

• Critical Pedagogy: to expose the hidden tools of oppression used by those in power so that students can embrace more authentic ideologies that reflect their own cultural, social, and political interests (Gur-Zeev, 2003; McLaren, 1989)

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Cont.• Neo-Marxists: Education is ideological. • Radical Curriculum theory – use the term ideology (means non-

ethical) in an amoral sense. • Values are not chosen but determined by ideology, culture, and

class. • Beliefs and behaviors are not chosen but determined by family, or

socioeconomic class or culture (alexander, 2001)• Child will express the values of her culture or social class.• Critique: Failed to embrace autonomy, human agency

Q: What examples can you think of as a radical curriculum?- Nation? Home?-

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Human Agency in the Curriculum

Three Conditions to consider (1) Free Will

(2) Moral Intelligence

(3) Fallibility ( 오류가능성 )

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Free Will

• Focus: Independence, ability, quality• Education is to promote self-determination –

to foster critical stance • Capacity of appraise quality of significance- What is most worthwhile knowledge for students?

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Moral Intelligence

• Focus: Qualitative Judgment to students • Say: “this is more important than that.”This is based on (1) “source of the self” (Taylor, 1989) – a bias for a person’s self-determined choices = personal identification(2) Emotionally compelling identification

Fallibility

• Focus: promote strong evaluation to make sense, responsibility and accountability

• Examine their own beliefs, desires, and actions• Good Methods: - What might I have done differently? - Where have I missed the mark?

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