Bruner brings some interesting perspectives on how to construct curricula in Chapter 2 of the Process of Education. They start off by examining two ways learning serves the learner. Learning can be applicable - attaining skills or training that can be transferred, or it can be principles and attitudes - transferring ideas instead of skills. The author asks how, or if, the two services of learning can be formulated into a school's curricula. If school curricula is to be structured around this approach, how will it be taught? They word this problem as "how to construct a curricula that can be taught by ordinary teachers to ordinary students that, at the same time, reflect the various fields of inquiry" (pg. 18). When I initially read this sentiment, it reminded by of our week7 class discussion on how teachers teaching a subject they master might find difficulty conveying concepts within that subject to a group of students learning those concepts for the first time. The...
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