Homework reading: What is meant by 'curriculum'?

The article raises an essential concern about the impact of the implicit curriculum in schools, particularly how extrinsic rewards and competition can influence student behavior. It calls into question the long-term consequences of teaching compliance and the potential reliance on external rewards for motivation. It prompts a necessary pause for reflection on the role of schools in nurturing intrinsic motivation and preparing students for real-world challenges, where values and virtues should be rooted in a richer soil than marketplace competition.

The article's exploration of time allocation and its effect on students' perception of subjects like the arts is another thought-provoking stop. It highlights how scheduling and prioritization of subjects can send implicit messages about their importance and nature. It's a reminder to consider the broader implications of seemingly practical decisions in education and how they can shape students' attitudes and beliefs about various subjects. This stop encourages a revaluation of the educational system's values and its influence on students' understanding of different areas of knowledge.

Eisner's ideas align with the mandated BC Provincial Curriculum in several ways. First, Eisner's emphasis on the importance of the implicit curriculum resonates with the curriculum's focus on fostering a well-rounded education, including the development of students' character and values. Second, the curriculum's commitment to arts education and promoting creativity is in line with Eisner's view that the arts play a significant role in education, helping students to think critically and express themselves. Lastly, the curriculum's attention to diverse learning styles and the individual needs of students reflects Eisner's belief that education should be tailored to accommodate the unique abilities and interests of each learner.