R6

Question: Is it necessary to have a well-rounded education, and if so, what would constitute a comprehensive curriculum?

Quotation: “Theory 2 warns that students will often avoid worthwhile learning and achievement. They must be externally motivated toward the good. Adler, in recommending the same course of study for all children through high school, even says that allowing elective choices “will always lead a certain number of students to voluntarily downgrade their own education.” Wise educators, Adler says, know what children really need, and it is their job to motivate students to learn the appropriate material.” (Nodding, 2006, p. 16).

Connection: Nodding’s assessment of the distraction that a well-rounded education might present to an individual’s true talent or passion is misleading and does little justice to the importance of providing students with multiple perspectives.  The idea of the significance of diverse perspectives is evident both in our readings for this class, as well as in my own experiences in working with students with disabilities.  For example, decisions about a child’s placement and educational goals are determined through an Admissions and Release Committee (ARC) which is intended to be an interdisciplinary team that meets to discuss the student’s needs and progress across multiple settings.  This approach to providing services allows professionals from differing disciplines to view a problem from a different perspective.  The professionals could then take this different perspective and apply it their future interaction with the student.  The benefits of this approach are similar to the benefits of students engaging in a diverse and comprehensive curriculum.   

Outside Connection: This passage by Nodding drew a direct connection for me to James’ viewpoints on the importance of creating multiple associations and diverse experiences for students.  For example, James states “This principle of multiplying channels and varying associations and appeals is important, not only for teaching pupils to remember, but for teaching them to understand” (p. 68).  This statement highlights the importance of forming multiple associations so that students are capable of drawing connections between different disciplines to determine how they may relate to one another.  Additionally, James says “Thus are your pupils to be saved: first, by the stock of ideas with which you furnish them” (p. 92).  This “stock of ideas” should be diverse and contain multiple perspectives to allow students the opportunity to consider alternative viewpoints.  A diverse curriculum allows for connections to be made between different disciplines and could provide a new outlook on a student’s talent or passion.  In implementing a comprehensive curriculum, the Kentucky Department of Education assesses students in eight areas: arts and humanities, mathematics, practical living, reading, science, social studies, technology, and writing (Commonwealth of Kentucky, 2011).  Students may view an interest from a different perspective when they are provided opportunities to explore different curricular content, which, according to James, is a crucial learning opportunity.  For example, a student with a passion for social studies may be interested in learning about the music and art that was produced during a certain time period, or a student interested in technology may view design differently when viewed through the lens of an abstract painter.  

References

Commonwealth of Kentucky (2011, February). Combined curriculum document. Retrieved on February 21, 2011 from http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum

+Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Documents/default.htm