Review of ACARA Documents
After the review of ACARA documents in particular History Year 10 () this paper will conclude that a Humanistic worldview taints the overall direction of the prescriptive curriculum allowing for a personalized model of learning in flexible classrooms. Underpinning this view are the key proponents of Maslow, Roger and Knowles whom research in terms of self actualization, teacher as facilitator have moved away from the pre enlightenment era of teacher directed, conforming and competition driven instruction. While hints of other worldviews arise such as post modernism one could argue there has been a deliberate omit of Christian worldview.
Calvin Christian School set up in 1962 marked the dissonance in mainstream …show more content…
This shift from ‘know that’ to ‘knowing how’ is reflected in the future orientated liberal concept and focusing on diversity to develop knowledge and connections for learners in the 21st century. Although recommendations were made in the National Declaration on Educational Goals for Young Australians – Draft (1989) the ministers note that ‘Increasing global integration and interdependence are driving the need for greater religious tolerance, an appreciation of cultural diversity and a sense of global citizenship and commitment to peaceful conflict resolution among all Australians’ was a primary focus. This was lost in the translation of the Goals when 20 years later a review was issued and only part of the goals were carried through to ACARA. History Curriculum Board. (2008) The Federalist paper of 2007 is empathetic to the post modern view where students should develop an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development, whereby education can promote ‘social cohesion by giving students the skills to relate their own values with the experience of others’ (Federalist paper, 2007). However they simply did not integrate the small phrase ‘greater religious tolerance’ into the curriculum. ACARA would argue that this might be covered in the CCP however it is left up to the teacher that is required to have an awareness of their own values and the impact of these values on their understanding. While this is sympathetic to pedagogical lines of inquiry if as stated in the ‘Historical understanding ‘The discipline of history constrains the practitioner from imposing personal preferences on the evidence but all meaningful historical accounts involve explicit or implicit moral judgment if a teacher has humanistic worldview they can express this however
After the review of ACARA documents in particular History Year 10 () this paper will conclude that a Humanistic worldview taints the overall direction of the prescriptive curriculum allowing for a personalized model of learning in flexible classrooms. Underpinning this view are the key proponents of Maslow, Roger and Knowles whom research in terms of self actualization, teacher as facilitator have moved away from the pre enlightenment era of teacher directed, conforming and competition driven instruction. While hints of other worldviews arise such as post modernism one could argue there has been a deliberate omit of Christian worldview.
Calvin Christian School set up in 1962 marked the dissonance in mainstream …show more content…
This shift from ‘know that’ to ‘knowing how’ is reflected in the future orientated liberal concept and focusing on diversity to develop knowledge and connections for learners in the 21st century. Although recommendations were made in the National Declaration on Educational Goals for Young Australians – Draft (1989) the ministers note that ‘Increasing global integration and interdependence are driving the need for greater religious tolerance, an appreciation of cultural diversity and a sense of global citizenship and commitment to peaceful conflict resolution among all Australians’ was a primary focus. This was lost in the translation of the Goals when 20 years later a review was issued and only part of the goals were carried through to ACARA. History Curriculum Board. (2008) The Federalist paper of 2007 is empathetic to the post modern view where students should develop an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development, whereby education can promote ‘social cohesion by giving students the skills to relate their own values with the experience of others’ (Federalist paper, 2007). However they simply did not integrate the small phrase ‘greater religious tolerance’ into the curriculum. ACARA would argue that this might be covered in the CCP however it is left up to the teacher that is required to have an awareness of their own values and the impact of these values on their understanding. While this is sympathetic to pedagogical lines of inquiry if as stated in the ‘Historical understanding ‘The discipline of history constrains the practitioner from imposing personal preferences on the evidence but all meaningful historical accounts involve explicit or implicit moral judgment if a teacher has humanistic worldview they can express this however