Social foundations of curriculum

“Social Foundations Of Curriculum”
SOCIETY, EDUCATION, AND SCHOOLING
Educations can be used for constructive or destructive ends, to promote one type of
political institution, or ism, or another. the kind of education our young receive determines the
extent of freedom and equality within our society. The transmission of culture is the primary task
of society’s educational system. Society’s values, beliefs, and norms are maintained and bassed
to the next generation not merely by teaching about them, but also by embodying them in the
educational system’s very operation.
A. Society and Modal Personality

As Ruth Benedict wrote, ”No culture yet observed has been able to eradicate the
difference in temperament of persons who composed it. However, members of a society do
have much in common; they are nursed of fed on schedule, toilet trained a certain way, and
educated in similar fashion.
B. Social and Developmental Theories

Developmental theories address the cumulative effects of change that occur as a
consequence of learning failing to learn appropriate task during the critical stages of life.
Development processed through a rather fixed sequence of relatively continuous stages, and
it is assumed that maturation and appropriate societal experience are necessary to move the
individual from stage.
C. Changing American Society

Riesman formulated there major classifications of society in terms of now people think
and behave ; traditional, inner and other directed. The traditional directed character prevailed
in a folk, rural, agrarian society. Primitive tribe, feudal era Europe, and present day third
world countries, especially isolated villages in Asia, America, and Latin American are
example although the internet is likely to break down their isolation in terms of idea issues.
D. Postmodern Society
In technological and scientific societies, according to critics, schools become distributors
of cultural capital, they play a major role in distributing various forms of knowledge, which,
in turn, leads to discriminations by one role in distributing various forms of knowledge and
control over others.
E. Postindustrial Society; Bits and Bytes

Information in a true since is neutral, just like education is neutral by itself. Although
information systems and random and room numbers are meaningless by themselves, they are
packed full of information when strung together and lead to new fields of information an
power based on information.
F. New Family Types

Today, the notion of family is very different. given the popularity of diversity, pluralism
and irregularly, the nuclear, family is very different. Overall about half the youth under age
18 have been in a single parent family for some part of their childhood.
MORAL EDUCATION
1. Moral conduct and controversy
Instead of asking moral question and requiring student of grapple with them,
school teach prescribed content and skills. curriculums specialist, who comfortable with
piglet’s perspective or Dewey’s position. Dewey’s points out that the social and moral
worth of subject matter should be integrate under condition where their social and moral
of subject is realized.
2. Moral Teaching
The aforementioned different moral approaches and courses of study represent a
way of organizing and combining history and english into an interdisciplinary area. Great
book can be added to his approach, in general the courses’ content details with moral and
social issues; ideas regarding how to live; elegant, witty, and weighty thought and
dilemmas that help us understanding how to live.
3. Moral Character
Is difficult to teach because it involves attitudes and behavior that result from
stages of growth, distinctive qualities of personality, and experience. It involves a
coherent philosophy.
4. Binary Bits and Reading habits

The habit of reading and simply sitting down and engaging a good book may
become a lost art. In a world where we instantly click a link while searching for a name
or place even an item to purchase, it is difficult to picture people seriously reading a
collection of poems or a novel.
THE CULTURE OF THE SCHOOL

 Conformity in class
Getting through school for my students, then, means subordinating their own
interest and needs to those of the teacher. In classic text on a contest between adult and
youth cultures in lashed in 1932, Willard describe it as a contest between of teaching, in
order to protect his or her own authority, had to win.
 Coping and Caring

Some student, however, survive in class rooms and a schools by turning off
withdrawing into apathy. One way for students to avoid the pain failure or the lower
expectation of teacher is to persuade themselves that they don’t care. Thus threatening
some students with lower grades has no effect.
CULTURE OF THE CLASSROOM

In this study of the elementary schools, Philip Jackson found a diversity of specific
subject but few different, and question and answer period described most of that happened in the
classroom. Such systematic emphasis on passive learning by rote emphasize on passive learning
is in opposition to most contemporary ideas of what education should accomplish. Thus
classroom patters suggest boring and repetitive interaction between the teacher and students
instructional divorced of human feelings and emotions.
 The Peer Group
A major tenet of cooperative learning is based on pears learning together,
communicating and help each other, and working as group to achievement specific goals,
David Joan’s and Roger Johnson, the major authorities on the subject, envision
cooperative learning as a means of increasing cooperative and socialization and reducing
competitions and individualization.
 Peer Culture and The School

The classroom is the place where children and youth must learn to get along with
peers und learn the rudiments of socialization and democracy. A student learns his or her
own needs are not the only needs that must be met, and his her own view are one of
many. Compromise, tolerance toward others, and positive peer relationship are
conductive to learning, and future social living must be introduced and modeled by the
teacher.
 Peer and Racial Groups

The dominant norm and behaviors of the peer group put pressure on other to
reject white behavior and act Black even it if is destructive. This preference, or attitude, is
referred to is cultural inversion a tendency for minorities’ who feel them because these
are resperentive of the dominant culture of White Americans.

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“Social Foundations Of Curriculum”

SOCIETY, EDUCATION, AND SCHOOLING

A. Society and Modal Personality

B. Social and Developmental Theories

C. Changing American Society

E. Postindustrial Society; Bits and Bytes

F. New Family Types

4. Binary Bits and Reading habits

THE CULTURE OF THE SCHOOL

 Coping and Caring

CULTURE OF THE CLASSROOM

 Peer Culture and The School

 Peer and Racial Groups

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