By James B. Ingram
Curriculum Integration and lifetime schooling: A Contribution to the development of faculty Curricula highlights the necessity to increase the college curriculum from the point of view of lifelong schooling. features, different types, elements, and different components of curriculum integration are mentioned, in addition to assorted styles of implementation less than a number of the different types of integration, their goals, preconditions, conclusions, and implications. A progressively built, examine proven idea of articulation in schooling is described.
Comprised of 7 chapters, this quantity starts with an summary of the connection among lifelong schooling and curriculum integration, their universal reasons, and attainable technique of mutual aid. The dialogue then turns to the fundamental meanings of the concept that of curriculum integration and the several ways that it may be operated; academic reasons served by means of curriculum integration; and the ways that curriculum integration impacts instructing equipment. the foundations of integrative studying and the perform of integrative educating are thought of. the consequences of integration on tuition association and its function in social swap also are explored, in addition to a few of the significant difficulties posed by means of curriculum integration and its clients within the academic company. the ultimate bankruptcy evaluates where of topics and integration in lifelong schooling, and perspectives curriculum integration from the bigger viewpoint of integration in existence, hence giving it a private and neighborhood concentration and never simply a tutorial one.
This booklet is meant essentially for curriculum experts, educators, and researchers.
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Extra info for Curriculum Integration and Lifelong Education. A Contribution to the Improvement of School Curricula
Language, for example, occupies a significant place in the schooling of young children, but the extent of its contribution diminishes as the basic skills are acquired. History, on the other hand, plays little part in the early years of schooling but increases its influence in the middle and later years. Though such structuring of the curriculum on the basis of the developmental needs of children is important, it does not in itself help children to appreciate the validity of the differing perspective on reality provided by various types of knowledge.
It is doubtful, in fact, if the one can or should take place without the other. In this chapter attention is focussed not on the specific functions of particular categories, but on the more general educational purposes served by curriculum integration. These have been grouped under three headings and described as epistemological, psychological and social. Epistemological functions are concerned with aspects of knowledge, psychological 1 The terms 'function and 'functional' as used in this and the preceding chapter may confuse some readers.
He maintains that effective learning often follows frequent use of information in a variety of contexts. Integrated curricula can provide such opportunities for the application of knowledge. And he further maintains that while integrated learnings are likely to reinforce each other, learnings that are inconsistent are likely to interfere with each other. While there is little empirical evidence to support such claims, they do gain some validity from the logic of integration and the observations of those who have used it in their teaching.
Curriculum Integration and Lifelong Education. A Contribution to the Improvement of School Curricula by James B. Ingram
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