academic rationalism
DESCRIPTION
Academic Rationalism: history, rationale, and more.TRANSCRIPT
Academic Rationalism
Acosta, Fernando Miranda, Sheila
BSE-I
DEFINITION An orientation to the curriculum that
honors the role of traditional content in the development of the rational human mind.
“What knowledge is most worth?”
CHARACTERISTICS curriculum as distinct subjects or
disciplines finding subject areas most worthy of
study oldest curriculum orientation Stresses the intrinsic value of the
subject matter and its role in developing the learner’s intellect, humanistic values and rationality.
PURPOSES transmit the knowledge, culture, and
aesthetics of one generation to the next. develop a personal commitment to
learning. develop a rational mind train students to do research
HOW? Mastery of knowledge through tradition “Mental Discipline” Memorize Analyze Classify Reconstruct
HISTORY: Rise of Academic Rationalism originates from the seven liberal arts of
the classical curriculum Starts from Ancient Greece and classical
Roman period Modified by Christian scholars in the
Middle Ages Prevailed in Europe and the US for 300
years
HISTORY: Decline of Academic Rationalism Declined in the U.S. in the 20th century,
with the growth of middle class and desire for vocational curriculum
Challenged by pragmatist philosophers like John Dewey but defended in the 1930s-40s by Chicago professors Robert Maynard Hutchins and Mortimer Adler
Academic Rationalism TODAY Present in curriculums of various U.S.
Catholic schools and private secondary schools
Liberal Arts still present in universities, but they are now more modern and bear a more professional orientation.
Issues Creates a two-tier system of education
Higher “cultural” traditions of an elite More concrete and practical lifestyles of
the masses Fallacy of Content
‘what’ vs. ‘how’ of learning Fallacy of Universalism
Content is interesting regardless of learner characteristics
Plato, The Republic (Book IV)
“the power of reason can
guide humankind closer to enhanced understanding and appreciation of the
eternal standards of truth,
goodness, and formal beauty”
REFERENCES Understanding and shaping curriculum:
what we teach and why - Thomas W. Hewitt
Curriculum development in language teaching - Jack C. Richards
Encyclopedia of Curriculum Studies, Volume 1 - Craig Alan Kridel