Conceptions of Curriculum

Queens University PME 810

Module 1

Conceptions of Curriculum

In this entry I will consider, from my personal perspective, why I believe some conceptions of curriculum continue to be used over time or are mainstream approaches, while others are not.  Additionally, I will explain my interpretation of conceptions of curriculum and how I can use them as tools or frameworks to analyze planning, instruction, and assessment within my specific practice.

When I consider what I have learned about conceptions of curriculum from our course readings I believe that shifting priorities and paradigm shifts in values have largely influenced why some conceptions of curriculum become widely used and others are less.  This conclusion is based on the discussions in many of the articles which referred to time frames when one orientation was in greater use related to the thinking or values of that period. For example, Orstein and Hunkins (2013) referred to the academic approach being prevalent in the 1930’s-1950’s and became less popular when interest in curriculum shifted towards more qualitative methods; Eisner and Vallance (1974) refer to social reconstructive theory as being “hardly new” (p.10) and running through much of history in conjunction with work towards educational reform and the push for social change; and McNeil (2009) discuss how the outcome-based aspect of systemic curricular orientation became popular in the 1990’s related to the idea that “curriculum should center on essential far-reaching outcomes that all students would meet and demonstrate…” (p.56). In the articles, most of the descriptions of various curricular orientations included an explanation for the thinking (values and priorities) of the time frame that influenced its popularity, for this reason, I have determined that what makes a curricular orientation mainstream is the current ideologies, many of which came in and out of favor over time.

What is my interpretation of conceptions of curriculum?  My answer to this relates to what has happened through history with the relationship between current ideologies and prevalent curricular orientations.  I love the definition of an ideology provided by Shiro (2013).

“An ideology is a collection of ideas, a comprehensive vision, a way of looking at things, or a worldview that embodies the way a person or a group of people believes the world should organized and function. It is “a certain ethical set of ideals, principles, doctrines, myths or symbols of a social movement, institution, class, or large group that explains how society should work, and offer some political and cultural blueprint for a certain social order (Wikipedia, n.d.,’ 1).” (p 8-9).

It is my understanding that a conception of curriculum is how you will orientate your educational plan based on current ideologies.  This can be on a national, provincial, intuitional, or individual level.  What values are you promoting through your educational approach?  Is self-actualization and deep integration of knowledge essential?  Do you need to be able to measure outcomes and results against standardized benchmarks? Are we concerned with social reform, the state of the environment, the injustices of society?  Based on the identified ideologies, all aspects of the curriculum, from planning, to instruction, to evaluation can be determined.  The ideologies can be used as a blueprint to construct the conception of curriculum.   

However, I would be remiss to not mention that it is evident in my own work as a college teacher that more than one curricular orientation can be employed simultaneously within one educational setting or program.  This was also discussed by Nadya Al Mousa (2013) Master’s Thesis where multiple orientations of curriculum where identified in two Canadian Colleges Interior Design Programs.

Al Mousna (2013) analyzed the curricular orientations in two different Interior Design Programs.  When I was considering how conceptions of curriculum can be used to as a framework or tool to analyze the planning, instruction, and evaluation in the context of my individual practice I reviewed her process.  The steps that she described began by reviewing the program information, course descriptions, syllabi and various course materials.  She chose specific conceptions of curriculum to analyze these against, then categorized each course into groupings based on the identified conception of curriculum and looked at all stages of the program (years 1-4) in consideration of her research questions.    

I believe I could follow a similar process to analyze the planning, instruction, and evaluation of the nursing program at Camosun College (where I teach).  Like the interior design programs, our nursing program is a 4-year degree program.  In the first year foundational concepts are introduced; the history of nursing, anatomy and physiology, and foundational nursing skills and assessment.  These courses, the descriptions, syllabi, and learning activities could be further analyzed to see which curricular orientation they best fit with.  From my current understanding of the first year nursing courses, and of curriculum orientation, I would suggest that they best fit with academic rationalism also called the cumulative tradition of organized knowledge.  This orientation is generally described as providing the tools for learners to participate in Western culture and to understand the structure of knowledge by studying the established disciples (Eisner & Vallance, 1974; McNeil, 2009; Sowell, 2005).  In these courses a foundation is set for further study, the students learn about the Latin and ancient Greek roots of terminology in anatomy and physiology, they learn about the history of the nursing profession and Florence Nightingale, and they learn basic skills of assessment.  This fits with the description for academic rationalism curricular orientation.

I recognize that a variety of different conceptions of curriculum are threaded throughout the various courses of the nursing program.  For example, self-actualization curriculum is described as being value saturated, where the personal purpose of each learner is identified and integrated; the learner is expected to get to know themselves and experience a form of transcendence or increased inner awareness (Eisner & Vallance, 1974; Sowell, 2005).  In each of our nursing practice courses the students write personal critical reflections on their experiences, part of the goal for these reflections is increased personal awareness.  The individual values and personal growth of each student are identified and explored in the context of their nursing practice.   In this way, they fit with self-actualization. 

In the applied nursing science course that I personally teach I recognize that the development of cognitive processes conception of curriculum is prevalent.  In this conception the focus is on the development of cognitive skills that can be transferred to a wide variety of circumstances (Eisner & Vallance, 1974).  In this course we do repetitive problem solving of complex medical case studies, the cognitive skills the students are expected to develop are analysis and synthesis of data, critical thinking, and application of knowledge to determine and prioritize appropriate nursing skills.  The larger goal is that these cognitive skills can be transferred to patient care. 

Social reconstructive curriculum prioritizes the relationship between curriculum and political, economic and social progress in society (Eisner & Vallance, 1974; McNeil, 2009; Orstein & Hunkins, 2013).  In many of our nursing courses we promote social change and address injustices, for example, we teach about the history of colonization in Canada, the atrocities that occurred, the lasting impact this has had on the indigenous people, current systemic racism, health disparities, and how we can work on reconciliation and promote improved relationships on a larger scale.   

Humanistic curriculum is also present in our program; this conception is described as assisting students to fulfill their personal visions for themselves, the learning has personal relevance, includes feelings, and involves self-efficacy (McNeil, 2009; Orstein & Hunkins, 2013).  Several of our nursing courses explore personal values, learning styles, and communication to increase skills in human relations, we refer to these courses generally as relational practice courses.

With each of these courses, the use of conceptions of curriculum for analysis could be used at all stages of course development (planning, instruction, evaluation).  For example, in planning out the course, what are the learning outcomes?  What curricular conception are they in line with? How do we intend to organize the content in a sequential and digestible manner?   In course instruction, how do we intend to relay this material?  What are the priorities?  Are we looking to promote social change? Or are we largely concerned with test scores?  Do we need to confirm that particular cognitive abilities have been acquired?  Finally, in evaluation, can we assess the personal evolution of the individual learner?  Has some form of self-actualization occurred?  How are they performing on standardized tests?  Are they impacting the community with some form of social change?

In this blog entry I have explored what I have learned about conceptions of curriculum.  I have considered why I believe some conceptions are popular (or mainstream) at various times in relation to the current most prominent ideologies.  I have also discussed how conceptions of curriculum can be used as a framework to analyze the planning, instruction and evaluation of the nursing program within which I teach.  I used Nadya Al Mousa (2013) Master’s Thesis to discuss the steps in this process. 

References

Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37, 138-147 (Master’s Thesis).

Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.

McNeil, J. D. (2009).  Contemporary curriculum in thought and action (7th ed.).  Hoboken, NJ:  John Wiley.  Pages 1, 3-14, 27-39, 52-60, 71-74.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read part of Chapter 1, pp. 1-8.

Schiro, M. S. (2013).  Introduction to the curriculum ideologies.  In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA:  Sage.

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 37-51). Upper Saddle River, NJ: Pearson.