Overview
The rise of geopolitical difference afterCurriculum Tenets
A tenet of the structure of disciplines curriculum approach is that topics are evolving and not static. This allows each subject area to engage in research and study to grow within the subject. A second tenet relates to this research; each discipline must engage in research and follow a discipline-specific model of inquiry. Thirdly, the structures of discipline put forth that each learner develop a sense of multipleSocietal Influences
During the post-World War II, theCommon criticisms
The scientific approach to studying multiple fields produces an air of academic elitism or arrogance towards other fields not as adept at scientific inquiry. While inquiry models can develop within disciplines, some are not as prepared for the rigors of widely accepted inquiry models. Through the study of disciplines approach, the focus of the curriculum shifts from learner-centric to subject-centric instruction. Rather than look at how learners interact with the subject, the subject is studied with the learners acting more as observers than creators. Finally, with the changing from theLearning environment applications
An obvious application of the structure of the disciplines approach is based in the sciences and mathematics fields. The concept of scientific inquiry applies greatly to fields that systemically decipher meaning and understanding. During the Cold War significant funding was available to expand the sciences in school settings.Rudolph, p. 213 Applications of this curriculum perspective are evident in many scholarly pursuits including the discourse and inquiry around the expansion of knowledge. The systematic decoding of accepted information into debatable and verifiable content is an important element of academic discourse. The structures of the disciplines approach is applicable in many areas and the tenets of creating strong academic achievers is not lost in schooling and non-schooling settings. Perhaps, most outmoded is the reasoning behind the development of this approach. Today the curriculum perspective is still evident in both school and non-school environments.Notes
References
* Kantor, K. J. (1983, Summer). "The English curriculum and the structure of the disciplines." ''Theory Into Practice'', 22(3), 174-181. Retrieved April 7, 2007, from EBSCOHost * Posner, G. J. (2004). ''Analyzing the curriculum'' (3rd ed.). New York: McGraw Hill. * Rudolph, J. L. (2002, Mar). "From World War to Woods Hole: The use of wartime research models for curriculum reform." ''Teachers' College Record'', 104(2), 212-241. Retrieved April 9, 2007, from EBSCOHost Educational psychology