Educational Development through the Lens of Curriculum: A Holistic and Systemic Approach
DOI :
https://doi.org/10.56380/mjer.si.2024.04Keywords :
Curriculum Development, Curriculum Adjustment, Systemic Approach, Social Values, Integrated ApproachAbstract
As an expert in educational sciences and a Full Professor in the Department of Teaching at UQAM, I bring to this discussion my experience in curriculum development, bolstered by my role as co-holder of the UNESCO Chair in Curriculum Development and Senior Fellow at UNESCO’s International Bureau of Education.
Inspired by IBE-UNESCO’s educational philosophy, I emphasize the curriculum as a central element in advancing educational development. In this presentation, I position the curriculum not merely as a framework for what students learn but as a dynamic and influential instrument for shaping societal growth and transformation.
The holistic and systemic approach I propose in this presentation highlights the interconnected nature of curriculum elements, extending from individual well-being to the cultivation of interdisciplinary knowledge.
This approach is explored through seven key themes, each incorporating insights from educational philosophy, pedagogy, and policy, revealing the transformative potential of a well-constructed curriculum. These seven themes reveal the curriculum’s role in shaping both individuals and society. It reflects societal values, supports well-being and personal growth, and requires a systemic approach to reform. Through integrated pedagogy, it develops both disciplinary and global competencies, while interdisciplinary perspectives allow students to address complex issues. Evaluation aligns learning with progress, and adaptability ensures relevance in a changing world.
For each theme, I found it valuable to highlight two foundational references that deepen our understanding. Together, these dimensions create a curriculum that empowers learners and drives societal growth
Downloads
References
Apple, M. W. (2004). Ideology and Curriculum. Routledge.
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning. Edutopia.
Beane, J. A. (1997). Curriculum Integration: Designing the Core of Democratic Education. Teachers College Press.
Black, P., & Wiliam, D. (1998). “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Bronfenbrenner, U. (2009). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass.
Davis, B., & Sumara, D. (2006). Complexity and Education: Inquiries into Learning, Teaching, and Research. Routledge.
Fullan, M. (2007). The New Meaning of Educational Change. Teachers College Press.
Klein, J. T. (1990). Interdisciplinarity: History, Theory, and Practice. Wayne State University Press.
Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education. Teachers College Press.
Pinar, W. F. (2012). What is Curriculum Theory? Routledge.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). “Positive Education: Positive Psychology and Classroom Interventions.” Oxford Review of Education, 35(3), 293-311.
Shepard, L. A. (2000). “The Role of Assessment in a Learning Culture.” Educational Researcher, 29(7), 4-14.
Young, M. F. D. (2008). Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. Routledge.
