Ariel T.

Alao Sci Ed 205

MSciEd- Mathematics
Chapter 6
1. From a deliberative perspective, what kind of problems are curriculum problems?
The deliberative model considers curriculum problems to be moral practical problems, and
proposes as the means to their resolution the employment of the method of the practical.

2. What is deliberation and where do we see it most frequently?

Deliberation is a term found most frequently in the field of law and deliberation is about choice,
and that deliberation is a social process.
3. What are the differences between theoretic and practical problems?
The difference between theoretic and practical problems are theoretic problem are no consensus
meaning one term generalization and incompatibility whereas practical problem is pre-requisite
of generalization.
4. What sources of knowledge does the deliberative tradition draw upon that no other
tradition does?

Deliberative curriculum opens up new avenues of knowledge without dismissing empiricism and
system. It builds upon the reality that curriculum is a value-laden subject, offering a more holisti
perspective than the other traditions.

5. What is the relationship between liberal education and the deliberative tradition?

A liberal education is a system or course of education suitable for the cultivation of a free human
being. Deliberative tradition n thrives on knowledge of specific circumstances, imaginative
engagement with creative solutions, and the pursuit of a liberal curriculum for all.

6. Briefly summarize Joseph Schwab’s challenge to curriculum.

Joseph Schwab was a longtime professor of natural sciences and education at the University of
Chicago. Joseph Schwab’s critically scrutinizes the state of curriculum Inquiry , the “why” and
“what” of curriculum inquiry from the perspective of the practical and theoretical. The central
argument is that curriculum inquiry is a practical undertaking centrally concerned with the
practice or inner work of schooling within the societal, institutional and instructional contexts. It
is a normative endeavor for its ultimate purpose is the advancement of schooling. Furthermore,
this addresses what makes curriculum inquiry curricular, and challenges contemporary
curriculum theorizing (e.g., conceptualist curriculum inquiry) as peripheral to or decoupled from
the real-world practice of schooling.
7. How did Richard McKeon influence the development of the deliberative tradition?

To provide a sense of the source from which the deliberative tradition arises, the next section
addresses McKeon’s views on rhetoric and the various ways he conceived of the relationship
between knowledge and action. To McKeon, however, rhetoric is at the heart of a liberating
curriculum. It is unavoidable and interwoven into every subject in the curriculum. McKeon
reminds us that rhetoric is about persuasion, choice, and action.

8. How does the deliberative tradition integrate theory and practice?

Deliberation joins theory and practice not by making them antagonists of one another or by
making practice a handmaiden of empirical science; rather, deliberation brings the strengths of
theoretic knowledge to bear on practical problems in a way that is appropriate to the problems
at hand.

9. What role does rhetoric play within a deliberative tradition?

To deliberative tradition, rhetoric are foundational to good curriculum making.

10. From the perspective of the deliberative tradition, what role should deliberation play in
curriculum making?
From the perspective of the deliberative tradition the role should deliberation play in
curriculum making considers curriculum problems to be moral practical problems, and
proposes as the means to their resolution the employment of the method of the practical and
making right decision as to what to include in the curriculum the basic and the need that will
benefits student and the society.

11. What are three strengths and three weaknesses of the deliberative tradition?

Strength
Deliberative curriculum opens up new avenues of knowledge without dismissing empiricism
and system. Deliberative curriculum also is driven by an ideal that can serve as a source of
unity, inspiration, and vision for those who make curriculum. It has the potential to serve the
curriculum field for many years beyond the modern period that is now fading.

Weakness
First, it can be somewhat ambiguous. Just as terms like practical wisdom, virtue, and
character
can be vague, deliberators use methods and pursue ends that remain elusive no matter how
much they are discussed. Another potential shortcoming is found in the discontinuity
between how most members of the general public view curriculum and the views offered by
deliberators. Finally, the deliberative tradition perhaps pursues an ideal that is unattainable:
 universal liberal education. Like John Amos Comenius, deliberators assume that the
overwhelming majority of the population can benefit from a liberal arts curriculum.

Chapter 7

1. Which of the five traditions is most closely related to the idea of curriculum standards?
Deliberative curriculum is the most closely related to the idea of curriculum standard because
deliberative curriculum consider all the common places and device a plan on how to remediate
the existing problem without jeopardizing the curriculum standard. Deliberative curriculum
begin to search for creative ways to address these issues while keeping all of the curriculum
commonplaces in mind.

2. How can state standards documents be both positive and negative from the perspective
of teachers and curriculum directors?

State documents be both positive and negative form the perspective of teacher if the teacher
embrace the state standard and use it for the benefits of the student if the teacher found the
standard given by the state does not contribute to the student learning hence he/she can modify.
“Whether standards are state or national, teachers should adapt and modify them to fit their
own pedagogical skills as well as to take advantage of current events and student interests. The
point is not to create uniformity of practice, but a challenging curriculum that is equally
available to all students.

3. How do teachers and department chairs view the idea of curriculum standards
differently?

The idea is to provide a common body of knowledge to all students within a particular state.
Once these documents have been created, however, the question that teachers and school
administrators face is what to do with them. Creators of state standards almost invariably
approach the subject from a systematic perspective that is tied to test score results. They
assume that teachers will follow the standards as if they are a script. This assumption,
however, ignores the reality that any reform initiative must come into contact with a specific
state of affairs.

4. What about district-level curriculum directors? How might they view curriculum
standards differently compared with teachers and department chairs?
District curriculum directors see curriculum as the benchmark of what the students’ needs in
the current situation .they are Creators of state standards almost invariably approach the
subject from a perspective that is tied to test score results. They assume that teachers will
follow the standards as if they are a script. The idea is to provide a common body of
knowledge to all students a particular state. Once these documents have been created,
however, the question that teachers and school administrators face is what to do with them

5. What role can curriculum standards play in providing equal education to all students?
 The role of curriculum standards play in providing equal education to all students is that it
provide a common body of knowledge to all students.

6. What should be the proper relationship between curriculum standards and end of- year
tests?
The proper relationship between curriculum standard and end of-year test is the end –year test
should meet the desired outcome of the curriculum standard they should be coherent, all the
objectives in the curriculum standard should attain at the end of the school year, each student
should accomplish the desired objective stated in the curriculum standard., to do that
evaluation is needed to determine if the standard are meet. Using end-year test.

7. When dealing with the question of how to implement state standards, what does the
deliberative tradition provide that the others do not?

Deliberative tradition provides knowledge of specific circumstances, imaginative engagement

with creative solutions, and the pursuit of a liberal curriculum for all and it assumes there is a
body of principles, arts, and methods that should serve as the foundation for any educational
program which other do not have.
 Chapter 8

1. Why is the reform of core curriculum so difficult?

Core curriculum is difficult to reform because it has been use for a long time and the
effectiveness is determine. Also effort to create a core curriculum must compete with other
cultural factors that often contradict the ideal of a common core. It is difficult to reform
because to create a core curriculum that would challenge and engage our students, helping
them develop more nuanced skills and knowledge over time, and that would incorporate our
mission-related values of ethical living and social responsibility. 

2. What are some arguments for and against the establishment of a common core
curriculum?

There are arguments for and against the establishment of a common core curriculum what of
which, Lack of Balance between Teaching and Research, Lack of Faculty Support, Limited
resources. The issue of how to balance teaching with research is something that universities
will be dealing with for many years. At first glance, curriculum seems to be a separate matter,
but until a university decides how to answer the question of where to place its emphasis when
it comes to teaching and research, curriculum questions will remain impossible to resolve.

3. What are some resources that university administrators can draw upon to achieve
success in reestablishing a common core curriculum?
The resources that university administrators can draw upon to achieve success in
reestablishing a common core curriculum is the stakeholder, community, the local
government, teacher and students.

4. What role can accrediting agencies play in the reform of core curriculum?
Accrediting agencies have begun to pressure universities to define the goals they want to
achieve with their programs, especially the core curriculum that should provide a common
experience for all students also accrediting agencies direct each educational
institution/program to show evidence that it accomplishes the following Provides adequate
resources necessary to achieve its purposes; that is, financial resources, sufficiently prepared
faculty and instructional staff, clearly defined admissions policies, and a coordinated and
coherent curriculum; Defines educational objectives; and Demonstrates evidence that those
objectives are being achieved.
5. What role can grant funding agencies play in reforming core curriculum?

The role that grant funding agencies play major roles in regulating and funding
education in reforming core curriculum they serve as resources financially in implementing
the curriculum.
6. What are some potential mistakes that would-be reformers might make when attempting
to reform core curriculum?

The potential mistakes that would-be reformers might make when attempting to reform core
curriculum if he fails to recognize the depth of the differences that underlie student differences
and their cultural differences. Overemphasis is the most common mistake that arises when the
teacher commonplace is the subject of discussion. Learners are viewed as bundles of
potentiality that are shaped powerfully by their senses of touching, feeling, hearing, smelling,
and tasting.

7. How is making changes to core curriculum different at state-supported public

universities compared to private religious ones?

State-supported public universities core curriculum is different form private religious ones
because the curriculum in the State-supported public universities must follow state guidelines
that set out specific standards and assessment procedures. In theory, this creates a certain
amount of quality control on the other hand Private religious schools, on the other hand, can
choose whatever curriculum and assessment model they wish. This freedom to design their
own curriculum or avoid standardized tests can result in higher standards for students — or
lower.

8. Do you agree or disagree that the deliberative tradition is the best approach to use when
attempting to reform core curriculum? If you think it is not, what tradition makes the
most sense and why?
Yes, I agree that the deliberative tradition is the best way to use when attempting to reform
core curriculum because deliberative tradition trying to find the right balance that hinder
educators of curriculum maker from seeing deeper needs of the learners.
 Chapter 9

1. What are some of the unique problems and circumstances surrounding teacher ed
curriculum?
Political support is crucial to any curricular change, especially within colleges and
universities. a good guide to keep in mind is that the more extreme the change, the more
essential political support will be.

2. Who are the various constituencies that must be taken into account when creating and
maintaining teacher ed curriculum?

Teacher ed curriculum has always included an experiential component, whether it be only one
semester during the senior year or a full-year internship. The trend in recent years has been
toward more time in schools, with many programs placing candidates in k–12 schools during
the first semester of their freshman year.
3. Why is the reform of teacher ed curriculum so difficult?

This transformation from normal school to regional state university took place with hundreds
of institutions during the twentieth century. Even though many of these schools continue to
graduate a significant number of teachers, the status of teacher education within the institution
as a whole, in almost all cases, has been significantly diminished

4. How is teacher ed curriculum different (or how can it be different) in private

institutions compared with public ones?

In public schools, a person can be a public school teacher if she/he has all the qualification
standards given by the state while in private sometimes any person can be a teacher just as
long as they are willing to the teach and render their service to the private schools.

5. How are the curriculum commonplaces different when the subject is teacher ed
curriculum compared to K–12 curriculum or university curriculum in a discipline-
specific department like history or mathematics?

The issue of how to balance teaching with research is something that universities will be
dealing with for many years. At first glance, curriculum seems to be a separate matter, but
until a university decides how to answer the question of where to place its emphasis when it
comes to teaching and research, curriculum questions will remain impossible to resolve.
6. How is the history of teacher ed curriculum relevant in an institution like WSU, which
was founded as a normal school/teachers college?

Teacher ed curriculum has always included an experiential component, whether it be only

one semester during the senior year or a full-year internship. The trend in recent years has
been toward more time in schools, with many programs placing candidates in k–12 schools
during the first semester of their freshman year.

7. What are the two approaches to faith and curriculum found in the discussion of
Freedom Hill College?

Freedom Hill’s mission “to go forth and spread Christ’s light to the world” succinctly
captures what the college aspires to do. Every new proposal or reform initiative is measured
by the extent to which it furthers this mission. Situated within a large metropolitan city on the
West Coast, Freedom Hill has grown steadily during the past forty years. With a humble
beginning of only seventy-five students, the college now enrolls thirty-five hundred
undergraduates who are pursuing almost eighty degree programs. Freedom Hill includes a
College of Science, College of Arts and Letters, School of Business, School of Education,
School of Music, School of Christian Ministries, and Seminary. Enrolling a diverse student
body of 40 percent Hispanic, 40 percent Caucasian, and approximately 20 percent African
American students, Freedom Hill has withstood several periods of economic difficulty during
the past forty years but is currently in relatively good financial shape

8. Why is the mission of a university or college so critical to teacher ed curriculum?

Teacher education has always been a central part of the mission of WSU, but more than a
century after the university’s founding, preparing teachers is by no means the only purpose of
the institution. As WSU changed its name from normal school to teachers college to state
college and then finally to state university, the teacher education mission of the institution was
gradually demoted and then isolated within the College of Education. Not everyone views this
transformation as positive.
 Chapter 10
1. What are the three parts to this book’s thesis?

The first is that curriculum is in chains and must be liberated if we expect to have better
schooling. The second is that, in order to create a truly liberating, we must begin by liberating
the concept of curriculum before we can address specific curriculum problems. Third, in order
for curriculum to be truly liberating for real students in real schools and universities, we must
move from liberating the idea of curriculum within our minds to Deliberating about specific
curriculum problems within contemporary institutions.

2. How is intellectual life changing during the early twenty-first century?

 Improving curriculum is to recognize the uniqueness of the intellectual climate in the early
twenty-first century .Enlightenment or the breakdown of positivism, something irreversible is
happening in intellectual life, the full measure of which will not be understood for at least a
century.

3. What does virtue have to do with curriculum making?

Virtue plays important role in curriculum making because we want to have an output that is
mentally giant but emotionally dwarf, virtue role in curriculum making is to integrate an
affecting domain or appreciation of the subject matter and to instill religious belief that well
serve as a guide of what is right and wrong. As a curriculum maker we want the learners to
learn holistically and as a curriculist his/her decision in making curriculum should be based
on virtues. Curriculum deliberators need a book-length study of the virtues and how they can
and should impact curriculum deliberation. Virtue is essential because it gives life and
purpose to curriculum efforts. Virtue separates humans from animals because it requires
reason, a capacity that animals do not possess.

4. How is happiness related to curriculum deliberation?

Happiness is related to curriculum deliberation because deliberation means making right

decision or choice because when you feel good about your choice, you get to be happy. But if
you are a trade-upper who continues to weigh options after you've made a decision, then you
don't ever get the satisfaction of commitment that’s what curriculum deliberation is.
Curriculum deliberation should remain limited to the people who hold political power over
curriculum. Not all members of society have the character and background to participate in
curriculum deliberations; therefore, the curriculum—and deliberations about it—should
remain the purview of the elite . happiness as “activities of the soul in conformity with
complete virtue,” and then argues that happiness is the telos that binds small groups as well as
communities together. The intellectual and moral virtues cannot, however, be developed only
for a short time. Happiness will only result if a person embraces them for a lifetime.

5. What are Aristotle’s two types of virtue and what are some examples of each?

Aristotle divides virtue into two types: moral and intellectual. Moral and intellectual virtues
differ not only in how they are acquired, but also in their purpose. Moral virtues like courage
and friendship are attained through practice. They admit of a mean in the sense that every
moral virtue can be corrupted through excess and deficiency. The moral virtue of courage, for
example, is destroyed through cowardice or recklessness. Intellectual virtues differ from
moral virtues because they are taught, not developed through habit, he identifies only five
intellectual virtues: science, art, practical wisdom, intelligence, and theoretical wisdom.

6. What does it mean for virtue to serve as the foundation for curriculum making? What
does the author argue are the benefits of this approach?
 Defining the idea of virtue is that our criterion or moral right and wrong. The virtue serve as
the foundation for curriculum making because it make people better . If a curriculum cannot
make people better, then does it not follow that we should just stop trying to teach people
anything at all? Perhaps we can just eliminate the idea of curriculum, teachers, and teaching?
The author argue are the benefits of this approach in the sense if we hope to create a truly
liberating curriculum for all students, curriculists need to move beyond liberating the idea of
curriculum to practicing the art of deliberation as they resolve specific problems within
unique institutions.

7. What virtues are most essential to curriculum making?

The virtues are most essential to curriculum making are moral and intellectual.

8. How can or should curriculum deliberation be different in religious compared to secular schools?
Should deliberations within private religious schools take on a different character? If so, how?
Most people would answer yes to this question. The Christian tradition, for example, upholds the spiritual
virtues of faith, hope, and love, which transcend and transform the virtues found in both Plato and Aristotle.
Faith, hope, and love transform the cardinal virtues of wisdom, courage, moderation, and justice by adding
an even longer term dimension to deliberations within religious schools. The spiritual virtues also can
strengthen deliberation within public institutions, but of course within the constraints required by law. Faith
extends knowledge to a higher dimension, providing deliberators with another source of wisdom that can
bindschools, colleges, and communities together

9. Why is Comenius a good role model for deliberative curriculists?

Comenius provides deliberative curriculists with a role model because of his unique
ability to discuss intellectual matters at the highest level while at the same time knowing how to
resolve practical problems and build community. Comenius is not well known today for a
variety of reasons, but chief among them is that his work does not fit neatly into one of the
modern-day categories that dominate intellectual life. Comenius responded by pointing
out that in their overemphasis on fallenness these critics rejected the entire point of
education. If a curriculum cannot make people better, then does it not follow that
we should just stop trying to teach people anything at all? Perhaps we can just
eliminate the idea of curriculum, teachers, and teaching?