Summary - Chapter 8: Pedagogy and Curriculum

PEDAGOGY AND CURRICULUM

MIMESIS: THE MODERN PAST

SYNTHESIS: MORE RECENT TIMES

REFLEXIVITY: TOWARDS NEW LEARNING

Dimension 1: Pedagogy

• Acquiring received knowledge; e.g. facts, theories, literatures

• Being able to repeat what one has acquired in a test

• ‘Understanding’ as individual cognition

• Learners deconstruct
and reconstruct knowledge and come up with the ‘right’ answers on ‘their own’

• Shunting backwards and forwards between different things you can do to know

• Connecting with diverse learning experiences

• Creating deeper and broader knowledge

• Connecting with the world in purposeful ways

Dimension 2: Curriculum

• Prescribed courses of study

• A clear inside/ outside distinction – outside knowledge copied inside the school

• School-based curriculum with a broader range of choice according to relevance, needs and diversity

• Learner constructivism – the self-assembling individual knower

• Bringing in the outside of the school in a limited way through the recognition of differences, often without addressing structures of inequality

• Alternative learning pathways to achieve comparable learning outcomes

• Ubiquitous
education – anywhere, anytime, available everywhere, all the time