The Teaching of the Philosophical Concepts Underlying Hermeneutical Phenomenology

Researchers who plan to utilize the methodological approach of hermeneutical phenomenology must first understand the philosophical assumptions that provide the epistemological foundation for this methodology. The objective of this chapter is to present a set of resources for instructors of research methodology coursework, specifically instructors who aim to introduce students to the research methodology of hermeneutical phenomenological inquiry. The core philosophical concepts discussed in this chapter are 1) the phenomenological attitude, 2) hermeneutics as way of being, 3) the four lifeworld existentials, and 4) the significance of mood. This chapter will begin by presenting a brief summary of these four philosophical concepts. Then, this chapter will introduce three frameworks of curriculum theory, specifically as related to the use of curricular objectives in the practice of teaching. Finally, this chapter will present five distinct approaches to lesson planning and will apply each lesson planning approach to the teaching of these four core philosophical concepts.

Strategi Optimalisasi Implementasi Pendidikan Karakter Pada Kurikulum PAK Tingkat SMA Acuan K-13

There is a decline in character values as indicated by an increase of moral decadence indicators, such as dropouts due to promiscuity, gambling, drug abuse among students, brawls between students, and gangs that unsettle the public, and other social issues that involve students. These issues are a barometer that character education has not optimally implemented. The study concentrated on the research question and research objectives of how to optimize character education through K-13. The strategy implementation to maximize the embed of character values can realize through three main approaches: integrating character values through PAK subjects, extracurricular activities, and school culture. Theories are used in action research by referring to curriculum theory and character education using qualitative research methods. Kemerosotan nilai karakter yang ditunjukkan dengan meningkatnya indikator dekadensi moral, seperti; kasus putus sekolah karena pergaulan bebas, perjudian, penyalahgunaan narkoba di kalangan pelajar, tawuran antar pelajar, geng yang meresahkan masyarakat dan masalah sosial lainnya yang melibatkan pelajar. Isu-isu tersebut menjadi barometer bahwa pendidikan karakter belum dilaksanakan secara optimal. Kajian dikonsentrasikan pada pertanyaan penelitian sekaligus tujuan penelitian bagaimana mengoptimalkan pendidikan karakter melalui K-13. Proses implementasi sebagai strategi dengan maksud optimalisasi penanamam nilai-nilai karakter dapat terwujud dengan baik, melalui tiga strategi utama yaitu melalui pengintegrasian nilai-nilai karakter melalui mata pelajaran PAK, melalui kegiatan ekstrakurikuler, dan melalui budaya sekolah. Teori yang digunakan dalam penelitian tindakan dengan merujuk pada teori kurikulum dan pendidikan karakter dengan menggunakan metode penelitian kualitatif.

Curriculum Theory: A Review Study

The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

Understanding the School Curriculum: Theory, Politics and Principles

Alex Moore’s (2015) Understanding the School Curriculum: Theory, Politics and Principles explores how the school curriculum works through its becoming as it navigates reproductive paranoia and (r)evolutionary schizophrenia. Moore suggests that the school curriculum inevitably intersects with political and socio-economic interests as well as the globalization movement. In this light, the book stimulates the reader to ponder questions such as, “Who decides what kind of knowledge we should have in this wider, ever-changing world?” and “How have issues around knowledge developed with the school curriculum?” and “What sort of future could educators imagine for alternative knowledge, educational practice and society?” Such questions haunt the book, while promoting the educator and the learner to risk weaving a creative becoming and thereby moving the realm of knowledge from the boundary of instrumental rationality to the horizon of dynamics of humanity.

Programming design, education, innovation, exploration and practice based on students’ cognitive laws

This paper analyses the cognitive characteristics and cognitive laws of freshmen students in learning the C programming language. We have built a spirally ascending complete curriculum theory knowledge system and a practical teaching model of experience–verification–exploration. The knowledge system is established through programming thinking from the perspective of computer systems, designed according to the teaching structure of knowledge construction and trained based on the engineering literacy with a new engineering background. The implementation of the teaching reform has achieved the expected results. The curriculum theory knowledge system is complete, and the practical teaching content is novel and rich. It has stimulated students’ learning enthusiasm and innovative consciousness, cultivated students’ professional qualities and helped to cultivate talents that meet the needs of the industry. Keywords: Programming language, perspective, computer systems, knowledge construction.

Contemporary Perspectives for Curriculum Theory

This chapter thoroughly examines practice theory and its more recent cousin, praxis theory. Practice theory has three aspects: theoria, technē, and praxis. It is not to be confused with the commonplace use of the word “practice.” Thus, some details are needed to correct frequent misunderstanding of the term and theory by many authors. Extensive application to musicing and music curriculum helps understand these key ideas and their importance for music teachers. In addition, action learning is stressed for its relationship to community musicing, and post-modernism is explored both for its circularity and for its critical usefulness in exposing the metanarratives of traditional schooling.