My philosophy of curriculum is that students should be inspired to wonder. Why? How? Where? When? For what reason? These are questions that students should ask everyday as an on-going part of their lives. My belief is that students should be educated in the art of learning, and taught how to think for themselves. When these things are done a student will possess the tools to overcome any problem, be it academic, emotional, or physical. I believe that we should educate our children with 20, 30, and 40 years down the road on our mind. Rote memorization of a set of fact, or study of a set canon of "classics" do nothing more than offer a misguided effort to preserve a cultural timeframe and stop any amount of cultural change. Reading and writing are the cornerstone of education. The earlier students learn to read the better, the same with writing.
In the Week 1 discussion, you defined curriculum. Is your definition the same, or has it changed since completing this course?
No, I still believe that curriculum serves as a map to get from one place to another. In bullet number one we were asked what our philosophy of curriculum is, which is slightly different from a definition of curriculum.
What should be the relationship between written, taught, and tested curricula? Why is this relationship critical to campus improvement?
Why would we as educators teach a concept to our students that is only a segmented part of the educational spectrum? Testing won't make a student smarter or more successful. What is taught is part of curricula. Campus improvement is related to student success in every way. If students are not successful it really doesn't matter what other things your campus does well. Learning: this should be our ultimate goal. If and when we, as educators, take our eyes off of this goal we have missed the point of education.
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