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ERIC Number: ED355507
Record Type: Non-Journal
Publication Date: 1992-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
Integrating the Curriculum: Re-Examination of a Near Truism.
Klein, Marv
Of particular interest in the realm of curriculum theories is a new (or renewed) call for "integrated curriculum." In fact, in many educational circles, it appears to be an orthodox assumption that integrating the curriculum is what educators should be about. However, well-substantiated arguments against subject matter based curriculum are not offered, and well-articulated rationales for integrated curriculum are not offered. Some attempt to articulate as clearly as possible the character of "integrated curriculum" and "interdisciplinary curriculum" is necessary for understanding proposed curriculum models of either or both. Curriculum models typically suggested by integrationists fall into one of two categories: those that purport to be child centered; and those that attempt to"draw in" content from various subject areas as befits the central focus. Teachers' experiences in elementary and secondary classrooms suggest that the lack of background in academic subject matter remains a problem with many teachers, and that many teachers teach in less than desirable conditions. Decisions to make significant curriculum shifts or curriculum focus shifts should be made only after careful consideration of what the problems are, how they came about, and how the changes will alter things. (Fifteen references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A