Akcije

Istraživanja u pedagogiji
kako citirati ovaj članak
podeli ovaj članak

Metrika

  • citati u SCIndeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[]
  • posete u poslednjih 30 dana:4
  • preuzimanja u poslednjih 30 dana:2

Sadržaj

članak: 6 od 762  
Back povratak na rezultate
2020, vol. 10, br. 2, str. 162-168
Educational objectives help or hindrance?: A reflection against the position of Eisner
(naslov ne postoji na srpskom)
Woldia University, Department of Pedagogical Science, Weldiya, Ethiopia

e-adresamollawabraha09@gmail.com
Ključne reči: Education; Empiricist; Help; Hindrance; Objective; Re-conceptualist; Traditionalist
Sažetak
(ne postoji na srpskom)
Although educational objectives have played critical roles in facilitating instructional activities easily, Elliot W. Eisner argued against this by saying that the pre-intended objectives have hindered the practitioners' instructional initiatives. Not only Eisner but also other re-conceptualists and conceptual empiricists viewed the objectives negatively. In one way, they may be right in which the procedural approach may not seem to allow curriculum makers to exercise curricular issues holistically. On the other way, it is difficult to manage the broad curricular issues in a real environment since running the teaching-learning activities is problematic if the instruction is boundless. Though both the conceptual empiricists and re-conceptualists have criticized the traditional approaches of curriculum, they couldn't show their ways of exercising curriculum practically in the real world, i.e., their ideas simply remain on the paper. Still now, conceptions of the traditionalists are influential around the world early from kindergarten up to the higher education level than the opponents' impractical propaganda. Therefore, educational objectives remain helpful rather than impediment not only for this century but also for the coming centuries.
Reference
Armstrong, C., Lehew, M. (2011) Scrutinizing the explicit, the implicit and the unsustainable: A model for holistic transformation of a course for sustainability. Journal of Teacher Education for Sustainability, 13(2): 17-43
Cruickshank, V. (2018) Considering Tyler's curriculum model in health and physical education. Journal of Education and Educational Development, 5(1): 207-207
Eisner, E.W. (1967) Educational objectives: Help or hindrance?. American Journal of Education, 91(4): 549-560
Eisner, E.W. (2002) The arts and the creation of mind. New Haven, CT: Yale University Press
International Training and Education Center for Health (2010) Writing good learning objectives. u: Technical implementation guide, No. 4
Jabbarifar, T. (2009) The importance of classroom assessment and evaluation in educational system. u: Proceedings of the 2 nd international conference of teaching and learning (ICTL) INTI University college, Malaysia
Kruger, J., Dunning, D. (1999) Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. J Pers Soc Psychol, 77(6): 1121-34
Laanemets, U., Kalamees, K. (2013) The Taba-Tyler rationales. Journal of the American Association for the Advancement of Curriculum Studies, Vol. 9
Mahajan, M., Singh, M.K.S. (2017) Importance and benefits of learning outcomes. IOSR Journal of Humanities and Social Science, 22(03): 65-67
Mekonnen, D. (2008) Theories of curriculum. Bahir Dar University, Unpublished
Moosa, R. (2015) The nature of curriculum studies scholarship in South Africa: 2008 -2010. Unpublished MA Thesis, University of the Witwatersrand, Johannesburg
O'Neill, G. (2015) Curriculum design in higher education: Theory to practice. Dublin: UCD Teaching & Learning, Available at http://www.ucd.ie/t4cms/UCDTLP0068.pdf
Ornstein, A.C., Hunkins, F.R. (2004) Curriculum: Foundations, principles and issues. Pearson
Pinar, W.F. (1978) The reconceptualisation of curriculum studies. Journal of Curriculum Studies, 10(3): 205-214
Tyler, R. (1949) Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press
 

O članku

jezik rada: engleski
vrsta rada: izvorni naučni članak
DOI: 10.5937/IstrPed2002162A
objavljen u SCIndeksu: 16.01.2021.

Povezani članci