Curriculum and Democracy PDF

CURRICULUM AND DEMOCRACY HFPC022  JOHN DEWEY John Dewey was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the primary figures associated with the philosoph...

CURRICULUM AND DEMOCRACY HFPC022  JOHN DEWEY John Dewey was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the primary figures associated with the philosophy of pragmatism and is considered one of the fathers of functional psychology. Born: 20 October 1859 Died: 1 June 1952 Education is not preparation for life; education is life itself. Arriving at one goal is the starting point to another. Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes. The good man is the man who, no matter how morally unworthy he has been, is moving to become better. The self is not something ready-made, but something in continuous formation through choice of action. Dewey was influential in the advancement of theory, as well as practical learning. Dewey viewed the aspect of education in the interaction between education and democracy as an agent for personal growth within the learner. Dewey’s philosophy of education hinged on the learner’s personal growth, brought about by social learning and the curriculum. For Dewey, democracy was a way of life and he believed that democracy should be taught at school level to show this. He also believed that learners learn by social interaction and by experience. He said that democracy is ‘more than a form of government; it is primarily a form of associated living, of conjoint communicated experience’ (Dewey, 2007, p. 68 Democracy and Education) If democracy was merely a form of government, it would only have been a system of voting. He viewed democracy, like learning, as something for everyone, collectively. Does the CAPS document make provision for democracy?  WHAT IS EDUC ATION? Education is a process of acquiring new knowledge that brings about a gradual, positive changes in human life and behaviour. Education is a natural and lasting process. Through education we reflect on, and explore our own thoughts and experiences and we are able to express these in words.  DEMOCRACY Democracy is both a goal and a method of instruction. It brings democratic values to education and can bring about a community of equals, with values such as justice, respect and trust. Citizens must develop democratic abilities and skills, and moral values that reflect democratic ideals and principles. Citizens must have the motivation to get involved and act in the spirit of democracy. CHARACTERISTICS OF DEMOCRACY ❖ responsibility, ❖ cooperation, ❖ courage, ❖ self-esteem, ❖ creativity, and ❖ critical thinking skills. It is said that education leads to democracy, but democracy does not necessarily lead to education. Education empowers the citizens of a country, because through education they acquire the knowledge, skills and values needed for the building of a better environment, a better life for themselves, and ultimately, a better country. Quality education can help reduce - or even eradicate – poverty. Education can reduce inequality. This stems from the realization that education is a basic human right. Food, shelter and health care are also basic human rights. These rights are necessary to protect and to maintain human dignity. If we think politically, then democracy needs informed voters - people with a desire to make wise decisions, not only for themselves, but also on behalf of others, for the benefit of everyone. Democratic voters must not only know their own rights, but also understand that with their rights and freedom come responsibilities. They must be able to think critically and creatively. Why? So that they can find solutions to the problems around them. They must be part of the solution, not creating more problems, because problems can have no common good. Who benefits from problems? When voting, or generally making decisions, we must bear in mind that we have a responsibility toward the next generation – those that will come after us. Decisions we make today, can influence our children and grandchildren. Laws, policies, curricula…those are worth bearing in mind, because they are not easily changed.  EDUC ATION AND DEMOCRACY Education (because of the knowledge, values, skills and attitudes that are taught) have an effect on people’s cognitive abilities. People are taught to think critically, creatively and to solve problems. Education has a positive effect on income. People that think and reason, ask questions. Education provides civic (community) skills, and this enhances political interest. This brings about that more people participate in local politics, which, in turn, means that more people go to the polling stations to vote for improved living circumstances and environments. Aleman and Kim say of their research project: “Our results show that increases in education should have the greatest impact on raising levels of democracy in places like Afghanistan, Bangladesh, Haiti, Nepal, and most of sub-Saharan Africa. “ Dewey firmly believed that democracy and education go hand-in-hand, because it is through education that people learn the desired qualities (knowledge, values, skills and attitudes) needed for democracy. Education helps us to accommodate other people’s views, to respect the lives and possessions of others and to tolerate those who think and act different to our own way of thinking and reasoning. It is also difficult to establish a democracy in a country where so many people are illiterate.  THE ROLE OF THE TEACHER IN THE TEACHING OF DEMOC RACY Education contribute to democracy and democratic citizenship in two ways: ❑ By offering equal opportunities to all children. and ❑ By preparing next generation-citizens who know, understand, and choose democracy by teaching them specific knowledge, skills, and values or attitudes needed to become democratic citizens.  WHAT KIND OF K NOWLEDGE? What South African educator Brenda Leibowitz calls civic literacy. What democracy is, how societies and governments are organized, how governments function, and about the history of their society. Basic knowledge of economic, political, legal and social structures and systems. The constitution and their universal human rights. Why societies choose democratic principles and organizations. In a democracy, everyone's voice must be listened to, decisions are made by majority vote, and the rights of the minority are to be respected and protected.  WHAT KIND OF SKILLS? How to read and write, so that they will be able to collect complex information and understand it. They must be able to participate in disputes and reasoning and become involved in high-level decision-making processes effectively – offering solutions, not adding to the problems. They must be able to engage in true dialogue and become part of the processes of conflict resolution and negotiation.  DEMOCRATIC VALUES Many people reason that values should not be taught at school, that it is the responsibility of the parents to instil their values in their child. However, these values can be learned and should be taught explicitly. When children are taught these values at school they come to see that these are not only the private choices of their parents or family, but choices that have social impact and that choices have consequences.  VALUES OF DEMOCRACY These values are not innate (inborn) human values. We need to acquire them: Respect, Responsibility, Tolerance (both individual and political), Integrity, Self-discipline, Justice, Freedom, and Human rights. These are not the only values, you might be able to add to this list. It is clear that the curriculum should speak to the cognitive, behavioural and emotional development of the learner. It is important to remember that lessons should be age appropriate and also aimed at the level of understanding of the learners. Teaching strategies may include: debates, dialogue, conversations, case studies, service learning, experiential learning, cooperative learning, and projects that require group and individual work. All these strategies address individual learning styles, but also teach the individual learner to work in a group, to listen to others, and to explain his or her point of view.  BIBLIOGRAPHY The democratizing effect of education Eduardo Alemán and Yeaji Kim https://journals.sagepub.com/doi/pdf/10.1177/2053168015613360 The purpose of education in a democratic country. Dan Scratch. https://www.socialworkhelper.com/2014/12/12/purpose-education-democratic-society/?amp Education for Democracy By Eleonora Villegas-Reimers https://revista.drclas.harvard.edu/book/education-democracy The Democratic Curriculum: Concept and Practice by Neil Hopkins Journal of Philosophy of Education, Vol. 48, No. 3, 2014 https://examplanning.com/types-education-formal-informal-non-formal/ https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-25 https://www.brainyquote.com/quotes/john_dewey_132484 https://www.google.com/search?q=John+Dewey+Quotes&sa=X&ved=2ahUKEwjNnuKgnsTjAhWsQRUIHYN0DyUQh 1swH3oECA4QLw&biw=1288&bih=569