5 Orientations To The Curriculumthe Educational Imagination 1985 2nd ✓ Solved

5 Orientations to the Curriculum The Educational Imagination, 1985 2nd Ed. Elliot Eisner 1. Development of Cognitive Processes • Help children learn how to learn • Use and strengthen the intellectual facilities through process 2. Academic Rationalism • Foster growth in subject matters most worthy of study, especially basic fields of study e.g. science • A “liberal education†for everyone, therefore, a common educational experience for everyone. “What’s best for the best is best for the rest†3.

Personal Relevance • Children are individuals and require a personal buy-in • Teachers must establish a rapport with a student • People are stimulus seeking, therefore, provide a rich environment for growth • Child centered; the teacher as gardener or travel agent 4. Social Adaptation and Social Reconstruction Social Adaptation • Maintain the status quo and meet the social needs • Career and vocation education so that one may fit in Social Reconstruction • Focus on real problems with a view to do something about them • Build anew, change and cope with the difficulties 5. Curriculum as Technology • Once ends have been formulated, establish the means to get there • A planning model, very sequential • Chart progress towards specific objectives • Images of this curriculum include a staircase with few landings and no hallways feeding into it or an efficient machine These orientations are infrequently encountered in a pure state although commonly one dominates.

Context is critical to any given situation. Activity from Class Meeting CURRICULA PUBLIC PRIVATE HOME (FAMILY) OTHER 1. Mathematics 2. English 3. Science 4.

Social Science 5. Physical Training 6. Sports 7. Health 8. Foreign Language 9.

Music 10. Dance 11. Graphic Arts 12. Art History 13. Drama 14.

Technology 15. Business 16. Law 17. Economics 18. Practical Arts 19.

Religion 20. Journalism 21. Creative Writing 22. Driver Training 23. Cooking 24.

Work Experience 25. Vernacular Arts 26. Travel Abroad 27. Interpersonal Skills 28. Intrapersonal Skills A = Actively Engaged In (personally) E = Explicit Curricula (advertized) I = Implicit Curricula (not advertized) N = Null Curricula (non-existent)

Paper for above instructions

Orientations to the Curriculum: An In-Depth Analysis

Elliot Eisner’s seminal work, The Educational Imagination, especially in its second edition published in 1985, presents a comprehensive theory on educational curriculum through five distinctive orientations. These orientations—Development of Cognitive Processes, Academic Rationalism, Personal Relevance, Social Adaptation and Social Reconstruction, and Curriculum as Technology—serve as frameworks that inform educators about how to structure educational experiences effectively. Understanding these orientations is crucial for both educators and curriculum developers as they plan and implement education systems that cater to diverse learning needs.

1. Development of Cognitive Processes

The first orientation emphasizes the importance of cognitive processes in education. Eisner asserts that education should not only impart knowledge but also cultivate students' ability to learn independently. This involves teaching students how to think critically, solve problems, and enhance their intellectual capabilities (Eisner, 1985). Cognitive development theorists like Piaget and Vygotsky support this approach, highlighting the role of active learning environments that encourage discovery and exploration (Piaget, 1972; Vygotsky, 1978). Such an education system helps in fostering self-directed learners who are equipped with strategies necessary for lifelong learning—a skill increasingly valued in today’s job market (Brundiers & Wiek, 2017).

2. Academic Rationalism

Eisner's second orientation, Academic Rationalism, advocates that education should concentrate on essential subject matter and the foundational areas deemed most valuable for a well-rounded education (Eisner, 1985). This orientation champions a classical view of education, where a liberal education is accessible to all, emphasizing that "what’s best for the best is best for the rest." This notion is supported by the historical context of curriculum development where academic subjects such as science, mathematics, and the humanities have been prioritized as pillars of education due to their universal applicability and intellectual rigor (Kearney, 1998).

3. Personal Relevance

Personal Relevance highlights the necessity of connecting educational content with students' individual lives and experiences. Eisner argues that for learning to be impactful, students must feel a sense of personal investment in what they are learning (Eisner, 1985). This approach aligns with constructivist theories of education, which posit that learners build understanding through their unique contexts and experiences (Schunk, 2012). Teachers, in this scenario, should act as facilitators—establishing a rapport with students to create meaningful learning experiences. This relationship is foundational in fostering engagement and motivation (Deci & Ryan, 2000). The implication of this orientation is that curricula must not only be academically sound but also resonate personally with students, allowing them to see the relevance of their education in a broader context (Ogbu, 2003).

4. Social Adaptation and Social Reconstruction

The fourth orientation addresses the role of education in either maintaining social norms or innovating and reconstructing society. Social Adaptation focuses on preparing students to function effectively within existing societal structures, often leading to curricula that prioritize vocational training and career readiness (Eisner, 1985). Conversely, Social Reconstruction pushes educators to engage with real-world issues, fostering critical thinking about societal challenges and exploring solutions (Freire, 1970). This duality presents a critical awareness for educators: they must not only teach skills for job readiness but also equip students with the tools to critique and reconstruct societal norms for a better future (Giroux, 2002).

5. Curriculum as Technology

Lastly, Curriculum as Technology emphasizes a systematic approach to education, where clear objectives guide the curriculum design (Eisner, 1985). This orientation advocates for a structured, outcome-based curriculum that resembles a machine, methodically achieving educational endpoints. It promotes the idea of explicit planning, tracking progress, and systematically evaluating the outcomes, which aligns with modern educational management practices (Tyler, 1949). While this approach can lead to effective results, it is critical to maintain a balance, ensuring that a rigid structure does not stifle creativity and individual expression in learning (Eisner, 2002).

Conclusion

Elliot Eisner's five orientations to the curriculum provide valuable frameworks for understanding and designing effective educational programs. Each orientation reveals different priorities—whether they be cognitive development, foundational academic knowledge, personal engagement, social responsibility, or systematic educational planning. While these orientations may not often appear in their pure state, they offer educators diverse lenses through which to view curriculum and teaching. These orientations are interdependent and can be blended to form a holistic approach to curriculum design that meets the needs of various learners and societal demands.

References

1. Brundiers, K., & Wiek, A. (2017). Beyond Interdisciplinarity: Creating Integrated Research and Education on Sustainability. Sustainability Science, 12(6), 1091-1093.
2. Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
3. Eisner, E. (1985). The Educational Imagination: On the Design and Evaluation of School Programs (2nd ed.). Macmillan.
4. Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale University Press.
5. Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
6. Giroux, H. A. (2002). Educators as Cultural Workers: Learning in the Shadow of the Market. Westview Press.
7. Kearney, K. (1998). Curriculum Development: A Guide to Curriculum Improvement, 3rd Edition. A Volume in the "Educational Planning Series".
8. Ogbu, J. U. (2003). Submiting to Oppression: A Critical Approach to Education. Teaching as a Critical Encounter: Unmasking the Reproduction of Society.
9. Piaget, J. (1972). The Psychology of Intelligence. Routledge & Kegan Paul.
10. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.