“The arts, it has been said, cannot change the world, but they may change human beings who might change the world.” – Maxine Greene This week we began to look at reconceptualists in curriculum theory. During which I was introduced to Maxine Greene. Greene is a respected educator and philosopher. She has a doctorate in education, … More Art cannot change the world…
In this week’s reading for ECS 210 we take a look at curriculum development from a traditional theorist point of view. In my response to this week’s reading I will focus on the Tyler Rationale as it is presented in In Understanding and shaping curriculum: What we teach and why by Thomas Hewitt. According to Hewitt … More The Tyler Rationale- Systematic Approaches to Curriculum and The Learner
In Chapter Three of Educational Psychology (Woolfolk, Winne, Perry, 2016) we take a look at the process of development for humans and in Chapter Eight we examine concepts surrounding knowledge and memory. Although at first glance these two subjects may not seem directly correlated there is a link between the physical development of the brain and … More Development, Knowledge and Memory
In Chapter two of Educational Psychology (Woolfolk, Winne, Perry, 2016) we are introduced to two theories on cognitive development- Piaget’s Cognitive Development Model and Vygotsky’s Sociocultural Perspective. In both models we are seeking ways to understand the development of the brain and of the ability for our students to understand the world around them. For … More Cognitive Development, Sociocultural Perspective- Theories on Education and Development
As we begin the semester for ECS 210 at the University of Regina we start with a reading that introduces us to the ideas and issues surrounding anti-oppressive education and the implicit biases of a post-colonial view of education and curriculum. As we read the introduction to Against Common Sense: Teaching and Learning Toward Social Justice by … More The trouble with ‘common sense’…
Will Whitten 