PME 810: Module Two
Every grandparent has their 'thing,' you know? That one thing they just have to teach you and drill into you so it lasts a lifetime. For some people, that's washing the dishes before dessert. For others it's worrying about your underwear instead of a mythical bus that's supposed to hit you. For me, it was summarizing. ONE SENTENCE was the most often-heard catch-phrase when my grandfather helped me with my homework. 'If you can't say it simply, you don't understand it." Okay, Grandpa... this one's for you.
The result of my reading and forming of connections in this module is this graphic representation of the interconnectedness and overall progression of curricular conceptions, philosophical foundations, and design. My goal was to boil all the readings down into the simplest, clearest connections between the three specified levels: conceptualizations, philosophies, and designs.
I used the yellow lines to show the overlap of connectedness between the various levels. Stronger connections are sketched in stronger yellow, with weaker connections in a paler shade. I also wanted to show an overall progression (both chronologically and in relation to advances in educational psychology) from left to right within each of the levels.
Sources:
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative perspective. International Journal of Early Childhood, 38(1), 11.
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.
