scholarly journals Whither our Undergraduate Core Curriculum in Theory?

2013 ◽  
pp. 146-159
Author(s):  
Murray Dineen
Keyword(s):  
Curriculum Development ◽  
Core Curriculum ◽  
Curriculum Change ◽  
Rote Learning ◽  
Critical Approach ◽  
The Core ◽  
Music Making ◽  
Richard Wollheim

In this paper, the author considers three aspects of the core curriculum: the mixture of poetics (the craft of music making) and apologetics (the argument for a canon of masterworks), the theoretical training of literate musicians, and the vehicles for bringing about curriculum change. Within this framework, the author addresses the theory text of Edward Aldwell and Carl Schachter, as well as essays by Christopher Lewis, Richard Wollheim, James Clifford, and Estelle Jorgensen. The author finds in the present curriculum an uncomfortable balance of craft and argument, and an orientation toward rote learning of a canon rather than a critical approach to knowledge skills. He finds as well little or no scholarly mechanism for curriculum development.

scholarly journals Polonistyczny regres, czyli o projektowanej dydaktyce polonistycznej

2020 ◽  
Vol 29 ◽  
pp. 9-25
Author(s):  
Maria Kwiatkowska‑Ratajczak
Keyword(s):  
Young People ◽  
Core Curriculum ◽  
Language Education ◽  
School Curriculum ◽  
Rote Learning ◽  
The Core ◽  
Polish Language ◽  
Contemporary Perspective ◽  
Knowledge Of Language ◽  
School Books

The author undertakes the topic of the Polish language education undergoing constant reform. She refers to the fact that the reformers disregard established didactic conclusions and take into account neither the students’ needs nor the subjectivity of both young people and teachers. She indicates restrictions imposed on the spheres of school leeway and, at the same time, the expansion of the prescribed duties. Additionally, she points to the school curriculum overload. While underscoring the flaws of the literary mandatory readings’ chronological ordering, she elucidates that the contemporary perspective, which have been introduced in teaching, is largely ostensible. What she proves is that editors of new Polish language school books simply multiple requirements towards teenage students and their humanist formation. She denies the purposefulness of teaching multitude of terms to students, and reminds us that such a rote learning trains memory but does not teach one how to think. She describes the petrification of knowledge of language and omission of communicative learning, which both stem from the core curriculum and the conservatism of handbooks. She is convinced that what is genuinely important may transpire at school outside the core curriculum and the scope of school books.

RELIGION AND THE CORE CURRICULUM

1952 ◽  
Vol 47 (1) ◽  
pp. 19-20
Author(s):  
M. L. Story
Keyword(s):  
Core Curriculum ◽  
The Core

scholarly journals Emergency Medicine: The Core Curriculum

1999 ◽  
Vol 16 (6) ◽  
pp. 465-465
Author(s):  
A. McGowan
Keyword(s):  
Emergency Medicine ◽  
Core Curriculum ◽  
The Core

Teaching Note: Infusing Diversity Content Into the BSW Curriculum: An LGBT Elders Example

2014 ◽  
Vol 19 (1) ◽  
pp. 21-29
Author(s):  
Ginger Meyette
Keyword(s):  
Social Work ◽  
Baby Boomers ◽  
Core Curriculum ◽  
Social Work Students ◽  
Population Group ◽  
Diverse Population ◽  
Diverse Populations ◽  
The Core ◽  
Bisexual And Transgender ◽  
Diversity Issues

Diversity is a topic that is increasingly important in BSW curriculum content. Social work students are going into practice in a multicultural milieu, and there is not enough room in the core curriculum for BSW educators to add unlimited elective courses to cover every diverse population group. As one case example, Baby Boomers of all races and backgrounds are aging, contributing to an unprecedented growth in the aging population. Included in this group are lesbian, gay, bisexual, and transgender (LGBT) elders. Diversity issues, including LGBT elder issues, cross all practice areas; therefore, infusion of content embedded in courses can at least introduce students to the needs of these diverse populations and assist them in envisioning possible solutions to address these needs. This article presents a rationale for the infusion of diversity content into the BSW curriculum focusing on the example of LGBT elders. Suggestions for pedagogical infusion strategies are included.

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