Curriculum Integration and Lifelong Education

A Contribution to the Improvement of School Curricula

1st Edition - January 1, 1979
Author: James B. Ingram
Language: English
eBook ISBN:
9 7 8 - 1 - 4 8 3 1 - 8 2 1 7 - 9

Curriculum Integration and Lifelong Education: A Contribution to the Improvement of School Curricula highlights the need to improve the school curriculum from the perspective of… Read more

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Curriculum Integration and Lifelong Education: A Contribution to the Improvement of School Curricula highlights the need to improve the school curriculum from the perspective of lifelong education. Functions, categories, components, and other elements of curriculum integration are discussed, along with different patterns of implementation under the various categories of integration, their objectives, preconditions, conclusions, and implications. A gradually developed, research validated theory of articulation in education is described. Comprised of seven chapters, this volume begins with an overview of the relationship between lifelong education and curriculum integration, their common purposes, and possible means of mutual support. The discussion then turns to the essential meanings of the concept of curriculum integration and the different ways in which it can be operated; educational purposes served by curriculum integration; and the ways in which curriculum integration affects teaching methods. The principles of integrative learning and the practice of integrative teaching are considered. The effects of integration on school organization and its role in social change are also explored, along with some of the principal problems posed by curriculum integration and its prospects in the educational enterprise. The final chapter evaluates the place of subjects and integration in lifelong education, and views curriculum integration from the larger perspective of integration in life, thus giving it a personal and community focus and not just an educational one. This book is intended primarily for curriculum specialists, educators, and interested researchers.

Foreword

Introduction

1. The Nature and Purpose of the Study

2. The Scope and Structure of the Study

Chapter 1: Lifelong Education and Curriculum Integration

1.1 The Relationship Between Lifelong Education and Curriculum Integration

1.2 What is Lifelong Education?

a) Education and Schooling: A Common Misconception

b) Education in Quarantine: The Effects of Isolationism

c) Education for Ever: Education, Schooling and Life

d) The Relevance of Integration

1.3 Significance of Curriculum Integration

a) Education for Change

b) School and Society

c) Open Education

d) Knowledge that is Useful

e) Operational Learning

f) Consensus for Action

g) The Primacy of the Person

h) The Enhancement of Educability

1.4 The Prospect of Mutual Support

Chapter 2: The Nature and Varieties of Curriculum Integration

2.1 The Nature of Curriculum Integration

a) Different Views of Integration

b) Subjects, Disciplines and Integration

2.2 The Varieties of Curriculum Integration

a) Structural and Functional Types

b) Structural Types: Quantitative and Qualitative

c) Quantitative Structural Types: Summation Category

d) Quantitative Structural Types: Contribution Category

e) Qualitative Structural Types: Fusion Category

f) Qualitative Structural Types: Synthesis Category

g) Functional Types: Intrinsic and Extrinsic

h) Functional Types: Intrinsic Category

i) Functional Types: Extrinsic Category

2.3 The Ubiquity of Types

Chapter 3: Functions of Integration

3.1 Epistemological Functions

a) Coping with Changes in Knowledge

b) Interrelating Different Areas of Knowledge

c) Providing a Sense of Purpose

3.2 Psychological Functions

a) Providing a Curriculum Conducive to Learning

b) Promoting Personality Development through Learning

3.3 Social Functions

a) Teaching and Learning through Sharing

b) Coping with Interdisciplinary Issues

c) Relating School and Society

3.4 Types and Functions

Chapter 4: Teaching Styles and Integrated Approaches

4.1 Are Integrated Approaches Necessarily Progressive?

4.2 Planning an Integrated Programme

a) The Importance of Planning

b) Planning Criteria

c) Formulating Intentions

4.3 Teaching an Integrated Programme

a) Principles of Integrative Learning

b) The Practice of Integrative Teaching

4.4 Assessment and Evaluation of Integrated Work

a) Assessment of Pupils

b) Evaluation of Programmes

4.5 Types, Functions and Styles

Chapter 5: Integration and School Organisation

5.1 Integration and Social Change

a) School and Society

b) Contrasting Forms of Curricular Organisation

5.2 Integration and Management in the School Setting

a) Integration and Classroom Management

b) Integration and School Management

5.3 Integration and the Administrative Structure of the School

a) Integration and the Use of Time

b) Integration and the Use of Space

c) Integration and the Use of Resources

5.4 Knowledge and System

Chapter 6: Problems and Prospects

6.1 Vision and Reality

6.2 Integration and Knowledge

a) Integration and the Structure of Knowledge

b) The Articulation of Subject and Integrated Teaching

c) Breadth and Depth of Knowledge

d) Progressive Ordering of Content

6.3 Integration and Society

a) Integration and National Educational Policy

b) Integration and the Examination System

c) Integration and Political Action

6.4 Integration and People

a) Curriculum Integration and Educational Purpose

b) Curriculum Integration and the Pupil

c) Curriculum Integration and the Teacher

6.5 Integration, Institutionalisation and Individualisation

Chapter 7: Towards Lifelong Integration

7.1 Integration, Subjects and Life

a) The Similarity Between the Goals of Lifelong Education and Curriculum Integration

b) Curriculum Integration as a Practical Outlet for the Principles of Lifelong Education

c) Lifelong Education and Subject Teaching

7.2 From Curriculum to Community

References

Index