UNDERSTANDING DISCIPLINE AND SUBJECTS
Seminar
On
John
Dewey’s ideas on Disciplinary Knowledge and curriculum
Submitted
By
Ancy.P.A
John Dewey’s ideas on Disciplinary Knowledge and
curriculum
Introduction:
John Dewey viewed subject matter as a distinctive
and specialized domain of experience for learners. Subject matter consists of a
body at facts, concepts, values and techniques that are selected, organized and
sequenced in a way that centers upon the predetermined objectives. His ideas
have been influential in education and social reform. He was one of the early
developers of pragmatism and functional psychology. The following are some of
his ideas about education and society.
According to Dewey, it is not enough
to extend the voting rights. It is of paramount importance to form public opinion
through education as well. The aim is to ensure effective communication among
citizens, experts, and politicians. The school itself is a social institution
through which social reform can and should take place. Thus, Dewey makes a
strong case for the importance of education not only as a place to gain content
knowledge but also as a place to learn how to live. In his eyes the purpose of
education shout not revolve around the acquisition of a pre – determined set of
skills but rather the realization of one’s full potential and the ability to
use those skills for the greater good in
society. In addition to helping students realize their full potential Dewey
goes on to acknowledge that education and schooling are instrumental in
creating social change and reform John Dewey was one of the first major
contemporaries to develop a clear idea of what constructivism consists. He was
concerned with the learner. He wanted to shed light on the learner as an
important agent in the learning process. He had precise insights regarding now
education should take place within the class room.
Centered on the curriculum and tousles almost solely on the subject matter to
be taught. Dewey argues that the principal weakness in this methodology is the
inactivity of the student. Within this particular frame work, the child is
simply the immature being who is to be matured. He is the superficial being who
is to be deepened.
Learner-
centered He argues that in order for education to be most effective.
Content must be presented in a way that allows the student to relate the
information to prior experiences this deepening the connection with this new
knowledge. Although Dewey believed in the second view of education, he was alarmed by the excesses
of “child- centered education he argued
that too much reliance on the child would be equally detrimental to the
learning process .the potential law in this line of thinking is that it minimizes the importance of the content as well as of the . Teacher for this reason he tried to
Strike a balance between delivering Knowledge while also taking in to account
the interests and experiences of the student
Curriculum:
I.
Principle of utility:
Covered
subject language, literature, physical science heath science, math, history,
geography etc. Subjects should be
beneficial for student’s daily routine life.
II.
Principle of natural interest:
According
to the need, interest, ability of the learners.
III.
Principle of
activity and expression.
IV.
Principle of
integration with other subject.
V.
Principle of
flexibility.
VI.
Based on
experiences.
VII.
Choice of subject in the school methods of Teacher:
Activity method. Learning
by doing, integration method teacher with real experiences Experimental method
Discipline, education. As a preparation make necessary resource .Education as
unfolding, Growth and progress are just approximations The significance of the
native Capacities of children Need of practical and technical knowledge Role of
teacher, practical Knowledge, creates proper environment during teaching
learning process. Teach with real experiences, philosopher, friend and
dictator, used effective methods of teaching .knowledge about subject, follow
psychological aspects of the learners, accounting to the metal level of the
learners, Have knowledge of national as well as international level Evaluation,
Child centered and Democratic education.
Conclusion:
We find that, the term discipline has become of
trivial and historical importance. All the fields of knowledge are suffering
from continuous fragmentation and specialization. Almost all the disciplines
have crossed their boundaries and expanded their territories resulting in new
fields of knowledge which are applied, professional and interdisciplinary or
multidisciplinary in nature. A discipline based curriculum facilitates this
with its focus on critical thinking precision in relation to the key elements
of the disciplines and expected student engagement.
Bibliography:
Maisnam, P. (2016). Understanding disciplines and subjects.
Meerut: lal book depot.
Suma, S. (2016). Understanding disciplines and Subjects.
Trichy: Akshaya
publications.
Disciplinary Knowledge: Retrieved
from www.google.com
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