June+16

Curriculum as Experience

One of the most consistent themes from curriculum theorists over the years addresses curriculum as experience. Here is a section of the definition of curriculum I did with Dan for the Sage Encyclopedia that addresses this:

//One such common denominator for the field stems from the foundational works of Dewey and Bobbitt, both in terms of definitions and work: curriculum as experience. While Dewey stated that curriculum was a course of study, he argued that there should be no gap between this course of study and the child’s experiences. Bobbitt’s focus shifted from current to future desired experiences (of adult life). The distinctions he saw emerging within the field (intended, unintended, null, enacted, etc.) further characterize the kinds of experiences learners have, while Caswell and Campbell defined curriculum as all of the experiences children have under the guidance of teachers. Tyler focused on selecting, organizing, and evaluating experiences based upon deliberate purposes. Schwab challenged curriculum scholars in particular to renounce the field’s retreat into theory and to create experiences through the art of the practical. Reconceptualist orientations have extended notions of curriculum to focus on the individual’s encounter with experiences as critical theorists in the field focused more on the social context of experiences and how relations of power influence curriculum work. Those in the field who hold to a school-based focus for curriculum also addressed experiences - often within the context of democracy.//

We often do not think about curriculum as experience these days. It is often seen solely in terms of standards or other two-dimensional ways of representing what happens in schools. Much of this has happened in the midst of such a pervasive accountability mindset. What many policy makers fail to recognize that curriculum as experience and accountability are not images inherently in conflict with one another. In fact, when we view curriculum as experience we hold ourselves to a broader sense of accountability that includes the moral purpose of schooling. Said differently, we look beyond mere test scores to consider the quality of the shared lived experience in schools.

With this in mind, look at your curriculum materials and imagine the kinds of experiences that are mandated, likely, or possible. Keep in mind these three ways of seeing the curriculum and what happens in the classroom can be very different and have very important implications (moral and otherwise). With this in mind, judge the degree to which the curriculum materials honor teachers as professionals by giving them discretionary space to use their own judgment. Then, ultimately, you will need to judge whether the teachers within your own school have the professional capacity to use their own judgment. This will help you judge fit or what you would need to ensure effective implementation of the materials.

= Discussion Questions: =


 * 1) What is the nature of the educative experience based upon these materials? Is it discernable? Are multiple kinds of experiences possible? What is the relationship of the curriculum to the life of the school?
 * 2) To what degree does the curriculum support discretionary space for teachers?