Agenda

1. Agenda • Welcome ~~ any comments, questions? • Syllabus • 3/4 Slides • Chapter 7 • Article 7 • Announcement: - March 19 (2 hours class, not 3)

2. The Hear to a TeacherChapter 7 KNUE-ONLINE Mar. 12, 2011

3. Chapter 7 - Summary • 3 Sources of Teaching: Teaching consists of subjects, students, and self-knowledge.

4. Teaching • Teaching: a mirror to the soul • Knowing myself – knowing my students and my subjects • Good teaching has three paths: • Intellectual, (2) Emotional, & (3) Spiritual These three are interwoven in education through the pedagogical discourse. Key: connected each other.

5. Teaching Beyond Technique • Good teaching comes from: (1) The Identity, (2) the Integrity of the teacher. • Good teachers: (1) Infuse a strong sense of personal identity into their work (2) have a “capacity of connectedness” • Bad teachers: Distance from their subject and their students

6. Cont. • Connections by good teachers mean: - Hearts in which intellect, emotion, and spirit converge in the human self • Teaching is to connect students to the world, one’s world through subjects and dialogues.

7. Teaching and True Self • Good teaching: Identity & Integrity (1) Identity: an evolving nexus (자신속의 연합, 유대관계)where all the forces that constitute my life, the culture, people, the good and ill, the experience, etc. (2) Integrity: wholeness I am able to find within that nexus as its vectors form and reform the pattern of my life. • By choosing integrity, I become more whole. • By acknowledging the whole of who I am, I become more real.

8. When Teachers Lose Heart • The more you love teaching, the more heartbreaking you can be. • Teachers lose heart when academic culture dismisses inner truth and pays homage (경의)only to the objective world,.

9. Listening to the Teacher Within • A vocation that is not mine, no matter how externally valued, does violence to the self: it violates my identity and integrity. • ‘teacher within’ - the voice of identity and integrity • Teacher within <= talking to ourselves, a life-giving conversation • Authority – inside out, Power – outside in. • Authority comes from identity, integrity, selfhood, and sense of vocation.

10. Institution and the Human Heart • Institutions (schools) – diminishes human heart’s worst enemy in order to consolidate their own power. • 그러나, 교사는 이에 굴하지 않고 정직과 치유을 우리안에서 찾고, 자신은 물론, 교육과 우리 학생들을 위해 끊임없이 계속 신뢰관계와 안전한 공간을 개발해나아가야함.

11. Palm Writing: Make one sentence • What is teaching? • Who is a good teacher?

12. Discussion Qs

13. ARTICLE 7 Human Agency and the Curriculum

14. Agency of Human Beings • Freedom to choose their beliefs, desires, and actions. • Intelligence to distinguish between better or worse • Capacity to make mistakes in what they believe, feel, and do.

15. Cont. • Curriculum Assumption: Teachers & students are capable of • self-determination, • self-expression, and • strong evaluation (assess the worth)

16. Three Movements 1. Tyler (1949): Technological Curriculum • Focus: Desired behaviors 2. Schwab (1982): Academic Structuralism of Curriculum • Focus: Cognitive process 3. Eisner (2001): Human Curriculum • Focus: Emotional dimension of education Q: Which curriculum movement is infused into Korean Science Curriculum?

17. Tyler Rationale • Tyler: Technological Curriculum • History of Curriculum Birth - Curriculum – prepare students for adult life (Bobbitt, 1924) - Determined by a statistical survey of daily adult behaviors (Charters, 1923) - No way (Bode, 1927) due to a logical problem (David Hume (1953) = natural fallacy (Moore, 1993)

18. Cont. [Curriculum Objectives: Three sources] By Tyler (1949) • Learners Themselves • Social Environment • Subject Matter Q: What should come first to develop a curriculum?

19. Cont. [Establishment of curriculum objectives] First assess what the students already know and compare this to what the social environment and subject matter require.

20. Cont. • Tyler – Student learning and social conditions comes first than subject matter alone. • Tyler – Student interests, the interests of society should be reflected. • Kliebard (1975) – Subject first – refine the desired behaviors – determined by the adult society

21. Cont. • Conflicting Moral Legitimacy (TENSION) • Agent vs. Capacity of Self-determination • Learning should be defined in terms of experiences designed to produce predetermined outcomes • Interpretation: What is most worth knowing (Tyler Proposal) • Tyler proposal Conflicts with the Self-Determination of students because they are agents of their own desires, beliefs, and actions.

22. Schwab and the Structure of the Disciplines (curriculum structuralism) • Structure of the discipline movement (1960s) (1) Too much knowledge –to be false tomorrow : Tentativeness of knowledge - Schwab known as post-empiricist and post-positivist philosophy. (2) Syntax of a discipline, inquiry-based curriculum known as the “discovery method” (Shulman & Keisler, 1968) (3) “Curriculum deliberation”: discover new disciplinary, pedagogic knowledge, & endeavor to teach. (4) This threatens the possibility of moral intelligence and self-expression because it is open and eclectic.

23. Eliot Eisner’s Esthetic Humanism • Discursive expression (logic) • Non-discursive expression (arts) • Subject matter – “forms of representation” e.g., [people don’t paint what they see] –[they see what they can paint] - appreciating (artistic connoisseurship 감식가), critiquing “the shape of consciousness is determined by the ways we represent experience, not by how we study it.”

24. Cont. • Affective Domain & subjective experiences at its core • Plato and Schwab (1982)– this is the educational of “eros” • Explicit curriculum (Eisner, 2001): textbooks, course syllabi, brochures • Implicit curriculum (Eisner, 2001): classroom-norms, student-teacher relations, null curriculum

25. Cont. • Critique: Eisner offered little guidance what to choose to teach • Conflict: Moral agency (self-expression based on strong values), fallibility, possibility of being wrong Q: What is more or less worthwhile? How to distinguish it?

26. Critical Pedagogy and the Radical Curriculum • Based on Neo-Marxists: conflict between the powerful and powerless • Critical Pedagogy: to expose the hidden tools of oppression used by those in power so that students can embrace more authentic ideologies that reflect their own cultural, social, and political interests (Gur-Zeev, 2003; McLaren, 1989)

27. Cont. • Neo-Marxists: Education is ideological. • Radical Curriculum theory – use the term ideology (means non-ethical) in an amoral sense. • Values are not chosen but determined by ideology, culture, and class. • Beliefs and behaviors are not chosen but determined by family, or socioeconomic class or culture (alexander, 2001) • Child will express the values of her culture or social class. • Critique: Failed to embrace autonomy, human agency Q: What examples can you think of as a radical curriculum? - Nation? Home?-

28. Human Agency in the Curriculum Three Conditions to consider • Free Will (2) Moral Intelligence (3) Fallibility (오류가능성)

29. Free Will • Focus: Independence, ability, quality • Education is to promote self-determination – to foster critical stance • Capacity of appraise quality of significance - What is most worthwhile knowledge for students?

30. Moral Intelligence • Focus: Qualitative Judgment to students • Say: “this is more important than that.” This is based on (1) “source of the self” (Taylor, 1989) – a bias for a person’s self-determined choices = personal identification (2) Emotionally compelling identification

31. Fallibility • Focus: promote strong evaluation to make sense, responsibility and accountability • Examine their own beliefs, desires, and actions • Good Methods: • What might I have done differently? • Where have I missed the mark?