Tag Archives: knowledge and curriculum

B. Ed., Knowledge & Curriculum

Traditional Approach to Curriculum Theory

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The traditional approach to curriculum theory is based on the idea that the curriculum should be designed based on specific knowledge which is important for students to learn.

This approach focuses on the development of predetermined subject matter. This is designed to deliver this content in a structured and systematic way.

This approach often starts with the development of objectives that define the expected outcomes of the curriculum. These objectives are usually based on the needs of society, the learners, and the educational institutions. Once the objectives are identified, the curriculum developers design the content and instructional methods that will best achieve these objectives.

The traditional approach to curriculum theory is characterized by several key features:

  1. Emphasis on the subject matter: The traditional approach places a strong emphasis on the content of the curriculum. The goal is to ensure that students learn specific knowledge and skills that are considered essential for their future success.
  2. Prescriptive objectives: This approach often starts with the development of predetermined objectives that define the expected outcomes of the curriculum. These objectives are usually based on the needs of society, the learners, and the educational institutions.
  3. Structured and systematic delivery: The curriculum is designed to deliver the content in a structured and systematic way. The goal is that all students receive the same instruction and have the opportunity to learn the same material.
  4. Teacher-centered instruction: This approachrelies on teacher-centered instruction, where the teacher is seen as the primary source of knowledge .
  5. Assessment of learning outcomes: Assessment is an integral part of the traditional approach to curriculum theory. It is used to measure whether students have achieved the desired learning outcomes and to provide feedback to teachers and learners.
  6. Standardization: The traditional approach often leads to standardized curricula that are used across different schools and educational systems. This helps to ensure that all students are exposed to the same content and have the opportunity to learn the same material.

Traditional approach has also been criticized for being too rigid and inflexible. Critics argue that it does not take into account the individual needs and interests of students and can lead to a one-size-fits-all approach to education.

Also read : Curriculum as Product
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B. Ed., Knowledge & Curriculum

Ways of Knowledge Rendered into Action

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There are many ways in which knowledge can be rendered into action, and it largely depends on the type of knowledge and the desired outcome. Here are some ways in which knowledge can be put into action:

  1. Application: One of the most common ways of rendering knowledge into action is by applying it to real-world situations. This involves using the knowledge to solve problems or create solutions that can benefit individuals, organizations, or society as a whole.
  2. Teaching: Sharing knowledge with others through teaching can also be a way of rendering knowledge into action. When we teach others what we know, we not only help them to acquire new knowledge but also reinforce our own understanding of the subject matter.
  3. Innovation: Another way of rendering knowledge into action is by using it to create new products, services, or processes. Innovation often involves combining different types of knowledge to develop new and improved ways of doing things.
  4. Advocacy: Advocacy involves using knowledge to raise awareness and promote change on issues that are important to us. This can involve working to change laws and policies or raising public awareness about social or environmental issues.
  5. Collaboration: Collaboration can be an effective way of rendering knowledge into action. By working with others who have different areas of expertise. We can combine our knowledge to create innovative solutions to complex problems.
  6. Research: Conducting research is another way of putting knowledge into action. By using scientific methods to explore new areas of knowledge, researchers can develop new technologies. They can develop treatments, and products that can benefit society.
  7. Decision-making: Finally, knowledge can be used to inform decision-making in a wide range of contexts, from personal decision-making to organizational or government decision-making. By using evidence-based knowledge to inform decisions, we can make more informed and effective choices.
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B. Ed., Knowledge & Curriculum

Role of Culture in Knowing

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Culture plays a significant role in shaping what we know and how we acquire knowledge.

Our cultural background influences the way we perceive the world and the information that we are exposed to. It affects our beliefs, values, attitudes, and ways of thinking, which in turn influence our understanding of the world around us.

Seven ways in which culture plays a role in knowing:

  1. The cultural background shapes our worldview: Our cultural background influences the way we perceive the world, and this shapes our beliefs, values, attitudes, and ways of thinking. For example, someone from a collectivist culture may view the world through a different lens than someone from an individualist culture.
  2. Language influences knowledge acquisition: Language affects the concepts we use to understand the world. The way a language categorizes and interprets information can influence the way we acquire knowledge. For example, some languages may have many words to describe a particular object or idea, while others may have only a few.
  3. Cultural values and beliefs influence knowledge: Cultural values and beliefs can impact the way we perceive and interpret information. For example, some cultures may place a greater emphasis on spirituality, while others may prioritize scientific knowledge.
  4. Learning styles vary across cultures: Different cultures may have different learning styles and preferences. For example, some cultures may emphasize memorization, while others may focus more on critical thinking and problem-solving skills.
  5. Culture shapes decision-making: Cultural norms and values can influence the way we make decisions. For example, some cultures may value group consensus and collaboration over individual decision-making.
  6. Cultural knowledge is passed down through generations: Cultural knowledge is often passed down from one generation to the next through language, storytelling, and other cultural practices.
  7. Culture influences creativity and innovation: Cultural diversity can lead to new and innovative ideas. Exposure to different perspectives and ways of thinking can spur creativity and innovation.
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B. Ed., Knowledge & Curriculum

Difference between Theoretical and Practical

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Theoretical and practical are two terms that are often used to describe different aspects of a concept or idea. The main difference between them is that theoretical refers to ideas or concepts that are based on theory or principles, whereas practical refers to things that are based on actual experience, application or implementation.

In other words, theoretical knowledge is based on abstract concepts and principles, whereas practical knowledge is based on real-world experience and application.

For example, if you were studying physics, you would learn about the theoretical principles of how gravity works. However, if you were actually designing and building a bridge, you would need practical knowledge of how to apply those principles to create a safe and structurally sound structure.

Also Read: Difference between Belief and Truth
Difference Between Theoretical and Practical
Difference between theoretical and Practical
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B. Ed., Knowledge & Curriculum

Roles of Knower and Known in Knowledge Transmission

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In the context of knowledge transmission and construction, the “knower” refers to the individual or group who is seeking to acquire knowledge, while the “known” refers to the object of that knowledge.

The known can refer to any object or phenomenon that the knower is seeking to understand or learn about. It can be a scientific principle, a historical event, a cultural tradition, or any other aspect of the world around us.

The relationship between the knower and the known is a fundamental aspect of the process of knowledge acquisition. The knower relies on their own cognitive abilities and external sources of information to build an understanding of the known. This can involve a wide range of cognitive processes, including observation, inference, deduction, induction, and critical thinking.

Different frameworks place varying degrees of emphasis on the role of the knower and the known in the process of knowledge acquisition. For example, subjectivism emphasizes the importance of the knower’s subjective experiences and perspectives in shaping their understanding of the known. Objectivism emphasizes the objective, external nature of knowledge that exists independently of the knower.

Here are some key features of the relative roles of the knower and the known in knowledge transmission and construction:

  1. Objectivism: In this framework, knowledge is viewed as objective, external, and independent of the knower. The knower’s role is to observe and gather information about the known, and to represent that information accurately. The known is seen as fixed and unchanging, and the knower’s task is to discover and describe it.
  2. Constructivism: In this framework, knowledge is viewed as subjective, internal, and constructed by the knower. The knower’s role is to actively construct knowledge based on their experiences, beliefs, and interactions with the world. The known is seen as fluid and constantly being constructed and reconstructed by the knower.
  3. Pragmatism: In this framework, knowledge is viewed as a result of the interaction between the knower and the known. The knower’s role is to bring their experiences and perspectives to the construction of knowledge, but this knowledge is tested and validated by the known through practical application. The known is seen as both objective and subjective, and the knower’s task is to negotiate the interplay between the two.
  4. Social constructivism: This framework emphasizes the role of social interaction and culture in the construction of knowledge. Knowledge is viewed as being constructed through social interaction, language, and cultural practices, not just individual cognition. The knower’s role is to participate in these social interactions. They also negotiate meaning with others in order to construct knowledge.

In summary, the relative roles of the knower and the known in knowledge transmission and construction depend on the framework one subscribes to. Each framework has its own unique features and characteristics.

Also Read: Meaning of Knowledge and Knowing
Relative roles of the knower and the unknown in knowledge transmission and construction
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