against too much prescribed content whilst being definitely FOR interesting other content

Teachers have too much to do. Even if they wanted to do something else they felt was relevant and appropriate, they can’t. There’s no time and too much pressure. They are tired of all this interference.

Surprisingly enough teachers are actually human beings with their own lives and interests, they are not simplistic ignorant automata created to perform exactly the same acts at exactly the same times within institutions. They love the children in their care, they want to do what they can for them, they would like to help them BE in the world and be sensible, sensitive, caring, knowledgeable, useful, well- balanced people.

Why not let them get on with it?

If a person knows something really well, whatever it is, and then communicates their love of it to others, this generates enthusiasm for learning, takes people beyond what they thought was within their range and generally increases the ‘dimension’ of their world.

It’s like a good curry:

A good curry has lots of ‘dimension’ in the sauce due to many ingredients and flavours. It’s not thin, watery and tasteless.

There is so much content in the world. The world is content if you like. Why be so minimal about it?

The stress should be on learning how to learn, becoming interested in many things, moving beyond prescribed limits, being imaginative and creative, climbing Everest because its there, spreading the word about crochet if that’s your game……there’s no end and its all interesting.

All this is not to say there might be somethings it’s definitely useful to know, but you get the picture…

We need creative citizens who are not afraid to dig and delve,

TO BOLDLY GO……

ps  That’s why I did the posts on logarithms, because if you can and it seems appropriate, then do it. I’ve done indices, coefficients of polynomials and logarithms with 6 year olds. We also weighed an ant and simulated the Klondike Gold Rush of 1898. Why not? They learnt a lot. They learnt a lot that is in any curriculum and an awful lot more that wasn’t. Also, they enjoyed it.

pps  God bless us and give us strength to fight on against all the drivel endlessly dished out by this Government and the deluded being in charge of the Department for Education.

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against too much prescribed content and the learning of undesirable outcomes

National curriculae have strong tendencies. A National curriculum might have as one of its aims to improve the access of all children to what is seen as a desirable amount of knowledge. That is fine, BUT…

National curriculae are mostly generated by advice from specialists tempered by ideologies of the prevailing political system. The first ensures an immense amount of material to be covered, because specialists live within their created worlds and love them so they can think of lots to do and the second ensures that a) the lists sound similar to what they did at school and b) great emphasis is given to processes, procedures and organisations for ‘learning’ that these power-possessing beings have had experience of. So, kids have a curriculum that is 1000 miles wide and an inch deep (maybe a foot) fragmented by Victorian attitudes and organisations for learning. The Victorian attitudes include the fragmentation of the world into a few subject areas, the fragmentation of the child’s time into standard units such as hours, and the fragmentation of the people of the world into ghettos they call groups or streams. The children quickly learn from these ancient environments who is smart or dumb, who is destined to be a king or a pauper, who will live to serve and who will serve, etc.

UNSATISFACTORY

This is the DARK SIDE of WORLD CREATION

There are better ways…