education as disciplinary knowledge

Inquiry in higher education for sustainable development: crossing disciplinary knowledge boundaries - Author: Cecília Galvão, Cláudia Faria, Wanda Viegas, Amélia Branco, Luís Goulão. Cross-disciplinary practices refer to teaching, learning, and scholarship activities that cut across disciplinary boundaries. The Curriculum Journal: Vol. I have been laser-focused on substantive knowledge and on improving my practice in that area and I am really proud and happy of the work I’ve done but now, now I’m ready for a bit of what Matt Burnage calls professional wrestling. Discipline actually refers to the practice of teaching or training a person to obey rules or a code of behaviour in the short- and long-term.1 While punishment is meant to control children’s behaviour, discipline is … There is a need to deepen the understanding of curriculum and to reconceptualise it as a tool to enhance and democratize learning opportunities within a lifelong learning perspective. … So is ‘education’ a discipline or a field? Learner Discipline and School Management Contents Point of departure The development and management of a culture of positive behaviour in the school The rights of the educator Positive discipline: role of parents The school’s code of conduct for learners The disciplinary hearing Support structures The educator as professional person However, there is little to no normative guidance on what constitutes a well-balanced responsive curriculum at different levels of education. The instructional emphasis of discipline-based curriculum tends to be on specific, current, and factual information and skills as it emerges from the discipline experts. Substantial curriculum investments must yield regenerative and sustainable results. My argument is that it is a field. Disciplinary Knowledge and RE: an attempt at professional wrestling, New Year’s Resolutions: three honest reflections on my own practice, Teaching Beautifully: The best of what has been drawn and seen, Seeds, Roots and Branches: a model of enquiry in RE – A. J. Smith, The Baby in the Bathwater… Rejuvenating a primary Religion and Worldviews curriculum – Teachers Talk, It’s all coming together – An introduction to the disciplines of RE | missdcoxblog, Widening the divide: a response to Steve Watson, Essentialism, Debate and Diversity: a curriculum and model of progression for RE, Subject knowledge for RE: four quick recommendations, Seeds, Roots and Branches: a model of enquiry in RE. If I am honest I think a lot of my impetus to do this has come from being given exam classes from sets 3-5 instead of 1-2. I have put a big focus on the substantive knowledge in RE, I have digested down the GCSE into 175-odd simple questions for my students to know the answer to and I have written knowledge organisers for the modules I teach, I have retrieved and recalled and quizzed with my students until the exams hit the desks. My argument is that it is a field. Learning has human significance so it’s relevant to the future … We become a microcosm of the wider thrust toward cultural and academic literacy. Probably the most frustrating part of all of this is how we, as RE teachers, can possibly attempt to do the good and necessary work of thinking deeply about our disciplinary knowledge when we have only about 80 hours of KS3 teaching in which to try and give our students access to the best substantive and disciplinary knowledge RE has to offer. Matt, in his talk at ResearchEd Northampton, suggested it is the “organising structures” of the substantive knowledge that we teach. The IBE leads in generating opportunities for intellectual discussion aimed at recognising the still understated potential of curriculum to democratize learning and to create lifelong opportunities for all. Disciplinary knowledge is integral to the development of nurse practitioners and researchers who can provide leadership role in addressing critical healthcare problems. People often see ‘discipline’ as the same thing as ‘punishment’. A systemic approach is therefore required to analyse critical impediments and implement responsive interventions. The curriculum is one of the most effective tools for bridging the gap between education and development. The role of discipline in education and its impact on the learning process. As UNESCO’s Centre of Excellence in curriculum and related matters, we support Member States to enhance the effectiveness of student learning by promoting excellence in curriculum design, learning and assessment processes. We are looking for talented individuals from around the globe to help us meet this challenge. That is, quite honestly, the place I have been occupying for the last two years of my practice. Inclusive dialogue is a precondition for consensus on the value of the curriculum to global education and development efforts. A model of curriculum in which content is divided into separate and distinct subjects or disciplines, such as language, science, mathematics, and social studies. Creates a stress-free environment. What is disciplinary knowledge anyway? Though these name debates are often a proxy for something else they do illustrate a major point about the ‘discipline’ of RE. However, this impressively accumulating wealth of knowledge is not being effectively applied to improve practice in the facilitation of learning. Keuh argues that because substantive knowledge, interpreted by one of these disciplinary areas, can often be questioned by another RE needs a ‘sophisticated approach to knowledge’. So my inspiration to start blogging at this very moment is Christine Counsell’s momentous article on “Taking curriculum seriously”, which is found in the fourth issue of Impact.. For me the article provides a springboard to consider the many significant opportunities and challenges when taking geography curriculum seriously. I have been laser-focused on substantive knowledge and on improving my practice in that area and I am really proud and happy of the work I’ve done but now, now I’m ready for a bit of what Matt Burnage calls, The idea that an RE teacher could come up with a similar list of ideas to sum-up our disciplinary knowledge is beguiling but probably misguided. Our faculty and staff leverage cross-unit and community partner … If we are serious about passing on the disciplinary skills of the study of world religions then we have to say goodbye to the “six religions in six half-terms” idea and instead offer more time to a more limited selection. Post was not sent - check your email addresses! Sorry, your blog cannot share posts by email. Lead innovation in curriculum and learning, Ensure quality and relevance of education and learning, Institutional and organizational development, Global dialogue and intellectual leadership, Conceptualization of a Quality Education System, Key Users, Beneficiaries and Target Audience, Analyzing the quality of teacher training programmes, Botswana Curriculum Framework (Basic Education), Drafting a common Curriculum: Framework, Bosnia and Herzegovina, Enhancing the effectiveness of in-service teacher training, Examples of countries which managed to attract the best students to the profession, Getting the right teachers to become principals in Singapore, Participation of teachers / educators in policy and decision-making, Participatory and democratic process of forming governance structure at the local level in Nepal, Regulatory Framework to Ensure Quality of Education in Private Schools in Pakistan, Review of Educational Institutions to Boost Performance in New Zealand, Rights, respect, respect : A Whole School Approach (United Kingdom), Rwanda’s Child-friendly schools infrastructure standards and guidelines, The KiVA anti-bullying programme in Finland, The power of information: evidence from public expenditure tracking surveys in Uganda, Use of School Report Card to Promote Accountability in Brazil, Viet Nam - Textbook review from gender perspective, Brain research on diverse learner needs across ages, Broad pedagogical freedom or prescriptive curriculum? at ResearchEd Northampton 2019, Christine Counsell – Why curriculum breadth matters at ResearchEd Northampton 2019, Richard Kueh – A Matter of Discipline? What is disciplinary knowledge anyway? When there is no easy answer to the question of disciplinary knowledge the temptation arises for the classroom teacher to disengage with the debate. A rigorous approach means asking tough questions about our curricula. Using my criteria above, for us to see education as a discipline… It gives RE the chance to embody the depth of discipline and breadth of curriculum which Christine Counsell argues is necessary for our students to become literate in the real sense of that word. Resources collected at the Documentation Centre are part of the IBE knowledge base on curricula and education systems. In these ways, there are clear distinctions in terms of how different disciplines set out in the pursuit of truth and knowledge.

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