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ERIC Number: EJ1020141
Record Type: Journal
Publication Date: 2013-Mar
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0973-4082
Phenomenological versus Instructional Approach to Curriculum Formation for Sustainable Development: A Lithuanian Case Study
Duobliene, Lilija
Journal of Education for Sustainable Development, v7 n1 p39-49 Mar 2013
The policy and philosophy of school curriculum formation in this article is interpreted from phenomenological and critical pedagogy perspectives. The main features of the phenomenology, set against the instructional method for an individual's development, and his/her relationship with the surroundings, are herein explicated. The distinction between these two methodological standpoints towards sustainable development results is presented using the Lithuanian case. The research hypotheses tested are: the Lithuanian common curriculum is not convenient for teaching dialogue and critical thinking and furthermore cannot help foster students' abilities to understand unique world phenomena. Content analysis results of the national curriculum presented in this article help prove the tested hypotheses. Improving the curriculum appears to be merely an imitation of change and one that produces new instructions for setting limitations upon teachers' creativity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lithuania
Grant or Contract Numbers: N/A