S. Holman EDUC871 Week 1Learn Assessment
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Learn Assessment Week 1
Learn Assessment: Curriculum Traditions Assignment
Shirley A. Holman
School of Education, Liberty University
Author Note
Shirley A. Holman
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Shirley A. Holman
Email: saholman@liberty.edu
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Four Curriculum Traditions
Schubert describes four ideologies with regards to curriculum traditions that have been
explored in educational systems. The term curriculum has had many meanings through the years
and has left many nebulous as to what it is and how it should be implemented. Some view
curriculums as the tools used to educate and others view it as everything that involves learning or
gaining knowledge. In the context of curriculum reform, Schubert defines curriculum as
“whatever is advocated for teaching and learning” (Schubert, n.d., 80). The four curriculum
traditions that he discusses are Intellectual Traditionalist, Social Behavioralist, Experientialist,
and Critical Reconstructionist.
The purpose of education also factors into the tradition that one
may prefer. This paper will summarize the four traditions and identify what this author believes
is the most effective with regards to middle school science.
The Intellectual Traditionalist focuses on the ideals of Western philosophy. They believe
that curriculum should be built upon the “great books” (Schubert, n.d., 81). The six great books
are truth, beauty, goodness, liberty, equality, and justice. It is an elitist ideology with
exclusionary practices embedded in its core design. Emphasis is placed on the tools of learning
such as textbooks and teachers being the sole disseminator of information. The Social
Behaviorist perspective is scientifically based. It is the perception that learning occurs when
connections are made (Shan, 2021, 93). Learning is not restricted to the classroom. It occurs
through interactions with one’s environment. This tradition involves standardized testing to
collect data to measure learning (Schubert, n.d., 82). Another tradition is called Experientialist.
Students’ interests are at the center of this ideology. It is believed that students learn best when it
is centered around their interests and concerns. Lastly, Critical Reconstructionist focuses on
injustice.
It exposes the inequity in society through education with the intention of rectifying it.
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As a science teacher the Social Behaviorist tradition seemed to be most agreeable. In
addition to it being driven by psychology and data, it viewed learning as an organized process.
Thorndike was a social behaviorist that contributed to the field of education. He believed that
learning occurred through a process of forming connections during constant trial and error (Shan.
2021). In science education we are constantly making connections through observing the world
around us. He formulated three laws, preparation law, practice law, and effect law (Shan, 2021).
Using Thorndike’s theories, teachers take on the role of a facilitator guiding students during the
learning process. Students become independent and active learners. This develops higher order
problem-solving skills which are necessary for rigorous subjects such as science. When
following the laws the Thorndike proposed, teachers allow students to learn new knowledge by
asking questions. This is the premise of inquiry-based learning which is a method that is used in
the modern science classroom. It also makes room for all learners regardless of their
demographics. Using inclusionary practices will hopefully diminish the achievement gap.
The tradition that was the least appealing was the Intellectual Traditionalist. Any theory
or method which promotes one group of people over another propagates hostility towards
members of society. Maintaining a stance that Western society is the best with all of the answers
restricts the development of society. The contributions of scientists from all over the world to
develop a vaccine for COVID-19 helped to expedite the process. A significant amount of
scientific advancement is a direct result of global collaboration. The Intellectual Traditionalist
tradition of education perpetuates a system of bias. That system leaves some entitled and others
struggling for opportunities to pursue what the U.S. forefathers deemed as an inalienable right.
The right to achieve the American Dream in this and provide a comfortable life for one’s family
is directly related to the quality of education they receive.
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References
Akpan, B. & Kennedy, T.J. (2020). Introduction—Theory into Practice. In: Akpan, B., Kennedy,
T.J. (eds) Science Education in Theory and Practice.
Springer Texts in Education
.
1-13
https://doi.org/10.1007/978-3-030-43620-9_1
Schubert, W. H. (n.d.). Curriculum Reform.
American Association for the Advancement of
Science
p.81-114.
http://www.project2061.org/publications/designs/online/pdfs/reprints/2_schubt.pdf
Shan, Z. (2021). Behaviorism reinforcement learning and its application in mathematics teaching
in primary and middle schools.
Frontiers in Educational Research
,
4
(4), 93-
98.
https://francispress.com/uploads/papers/HKWQoAB3bnPOssQSgsDgQmef52wBRe3
4iSfGG1qa.pdf