Future of School Curriculum Design based on the Bruner's Folk Pedagogy
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1 , pp Future of School Curriculum Design based on the Bruner's Folk Pedagogy Hyeon-Suk Kang (Kyungpook Natl' Univ.) Department of Education, Teachers College, 80 Daehakro, Bukgu, Daegu, , Korea Abstract. The purpose of this study is to create the future of school curriculum design based on Bruner's folk pedagogy. In the study of curriculum design, folk pedagogy and cultural psychology are core tools of teacher's professional design competency. From the viewpoint of folk pedagogy, curriculum design is a kind of way of knowing in school culture. Following the new results about the relation of folk pedagogy to curriculum design, we can create new strategy of curriculum and instructional change. Folk pedagogy-based curriculum design is used for useful tools to change and promote teacher's curriculum competency. Keywords: curriculum design, folk pedagogy, folk psychology, narrative, teacher's narrative, teaching professionally, narrative knowing, cultural psychology 1 Introduction The development of school curriculum is main issue of schooling which focus on teaching and learning. Since 1960, the tendencies of school curriculum design have emphasized technical and systematic logic of planning. With the aid of technical advantage of curriculum design, we can effectively and timely construct school curriculum system without many constraints relating curriculum implementation. In fact, school curriculum system is divided into two parts, planning and management. These parts of two are mainly processed with the technical mentality and direct teaching model. Technical and direct teaching is similar to conduit model, one way teaching-learning view. As a result of imitation and conduit model, the culture of school curriculum development has a bias towards so called, scientific and positivistic model of schooling. These biases yield many problems of teaching and learning context with design mistake. The purpose of this study is to create the future of school curriculum design based on Bruner's folk pedagogy. In the study of curriculum design, folk pedagogy and cultural psychology are core tools of teacher's professional design competency. From the viewpoint of folk pedagogy, curriculum design is a kind of way of knowing in school culture. Following the new results about the relation of folk pedagogy to curriculum design, we can create new strategy of curriculum and instructional change.. ISSN: ASTL Copyright 2015 SERSC
2 2 Folk Pedagogy as a Key Tool for New Curriculum Design 2.1 Primary rationale for the change of school curriculum design As for me, school curriculum refers to learning pathway to cultivate learner's optimal learning within school context. The existing mode of curriculum design is based on conduit model. In this model, the conception of teacher and learner is constructed as expert and novice. Teacher is considered as competent expert within the scope of teaching problem. On the contrary, learner is considered as empty container. Since 1950, the system of schooling has been designed with behavioral and positivistic stance favoring conduit model. To overcome the problem of the model, new model, folk psychology model is coming down. According to Bruner (Smidt, 2011: 76-78), he tended to use the term folk where Vygotsky might have used the word everyday. When he talked of folk pedagogy he was talking about what we might call the received wisdom, about what children need to learn, what teachers need to teach, how this teaching should be done and so on. In Korea, we constantly talk about the effects of some of the current aspects of schooling. Here are things such as testing young children, ranking schools, teaching to standards, developing a curriculum, designing a curriculum, the impact of our very early age of starting formal education and so on. All of these are based on what Bruner might call folk pedagogy (Kang, 2014). We can adopt folk theory and folk pedagogy as a new tool for school curriculum design. To put it theoretically, folk pedagogy is derived from folk psychology. The concept and nature of folk psychology is contrasted against cognitive psychology. The former accepts dialogue model, the latter activates conduit model. 2.2 Folk pedagogy theory and curriculum design Earlier Bruner emphasized four dominant models of pedagogy as follows (Bruner, 1996; Smidt, 2011: 77): First, in the first the learner is regarded as essentially an imitator, and the educator passes on skills and knowledge through the use of demonstration and modelling. Bruner suggested that this approach celebrated talent and expertise as well as skills. In this model, curriculum design is processed with demonstration and modelling. Second, in the second model, the learner is seen as being able to benefit from direct teaching. So learners are given the facts and rules of action and principles which they learn and then apply. In this model, curriculum design is processed with one way direct teaching. Third, the third view conceives of the learners as thinkers, constructing and sharing meanings and learning through interaction with others and with the involvement of cultural tools. It places emphasis on collaboration and dialogue. In this model, curriculum design is processed with dialogue and cultural understanding. Fourth, the final model, conceives of learners as being conscious of their own knowledge learnt from their experience and beginning to consider more abstract learning held by the community. The role of the educator is to begin to help learners balance what they themselves know with what is known by the Copyright 2015 SERSC 267
3 culture. In this model, curriculum design is processed with social practice (Hirst, 1993) and cultural heritage. 3 Future of School Curriculum Design 3.1 Cultural Constructivism The act of designing curriculum design and curriculum design itself are cultural act based on narrative psychology. Culture constructs human mind. Culture both forms and makes possible the workings of a distinctively human mind. On this view, learning and thinking are always situated in a cultural setting and always dependent upon the utilization of cultural resources (Bruner. 1996). Narrative in culture influences schooling and curriculum design because of the nature of school culture. Therefore learning is process of meaning making in culture. Narrative, in this process, plays an important role in meaning making. The construction of reality with narrative addresses dialogue and internalization within community. In line of this view, curriculum design tints interpretive thinking, negotiation with meaning, and story making. 3.2 Interactive Design Based on the Dynamic of Knowledge Narrative derived from cultural resources constructs curriculum knowledge. The knowledge of curriculum design for teacher is dependent upon teacher's narrative in school culture. The structure of knowledge, Bruner emphasized since 1960, guarantees the logical mode of curriculum design. On this view, curriculum design favors linear approach. In this reason, curriculum design based on the structure of knowledge has been criticized as positivistic stance. But the structure of knowledge should be considered as dynamic process of creation of knowledge. Now the linear approach of curriculum design is interactive process based on narrative mode of thought. 3.3 Collaborative Learning Design Curriculum design is a key tool for guiding learner's learning. Therefore curriculum design should match mode of learner's learning and thinking. But the existing mode of school curriculum design is biased toward linear approach and direct learning model. The activities of design derived from this mode interrupt learner's effective and deep learning. These problems should be improved by new mode of design. In my opinion, the problems can be solved by collaborative learning. Because of the nature of collaborative learning, curriculum design is processed in manner of interactive and 268 Copyright 2015 SERSC
4 cooperative dialogue. In this reason, curriculum design based on folk pedagogy accepts interactive pedagogy. On this view, Vygotsky's ZPD may be operated as main rationale for curriculum design. 3.4 Narrative Process Design From Bruner's narrative theory, curriculum design should reflect the process of making stories within the context of meaning making. According to Bruner (1996), the most natural and the earliest way in which we organize our experience and our knowledge in in terms of the narrative form. A narrative involves a sequence of events. The sequence carries the meaning. Narrative is discourse, and is justified by virtue of the sequence of events it recounts being a violation of canonicity. What is interesting about a story as a structure is the two-way street that travels between its parts and the whole. This part/whole relation bears hermeneutic circle, and it is what cause stories to be subject to interpretation, not to explanation. On this view, curriculum design should pursuit the narrative process. Egan (1986)'s idea, teaching as storytelling is good exemplar for this topic. 4 Discussion In this paper, I argue new conception of school curriculum design should be changed to creative epistemology. The epistemology pays attention to new mode of pedagogy. I try to construct the future of curriculum design based on Bruner's folk pedagogy with a view to improve the school practice. Bruner's folk pedagogy favors narrative and story as structure. Narrative or narrative mode of thought means story or constructed story. We use narrative thinking to critique the tendency of technical model of teaching-learning focusing on narrative knowing suggested by Bruner, Polkinghorne etc. According to Bruner (1996), a culturally oriented cognitive psychology does not dismiss folk psychology as mere superstition, something only for anthropological connoisseur of quaint folkways. Curriculum design based on folk pedagogy should reflect models of mind and models of pedagogy. From Bruner's suggestion, we can address four dominant models of learners' minds that have held sways in our times. First, seeing children as imitative learners, it is matter that the acquisition of knowhow. On this view, curriculum design is based on imitation. Second, seeing children as learning from didactic exposure, it is matter that the acquisition of propositional knowledge. On this view, curriculum design is based on direct teaching. Third, seeing children as thinkers, it is matter that the development of "intersubjective" interchange. On this view, curriculum design is based on collaborative learning. Fourth, seeing children as knowledgeable, it is matter that the management of "objective" knowledge. On this view, curriculum design is based on human tradition and culture. Copyright 2015 SERSC 269
5 References 1. Bruner, J.: The Process of Education. Cambridge, MA: Harvard University Press (1960) 2. Bruner, J.: Toward a Theory of Instruction. Cambridge, MA: Harvard University Press (1966) 3. Bruner, J.: The Culture of Education. Cambridge, MA: Harvard University Press (1996) 4. Egan, K.: Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School (1986) 5. Kang, H. S., & Lee, J. H.: A study on the suggestion of curriculum design through Bruner's folk pedagogy. The Journal of Curriculum Studies. 23(4), (2005) 6. Kang, H. S.: Re-conceptualization of the curriculum design and pedagogy through Bruner's idea of narrative. Information, 17, 10(B), (2014) 7. Kang, H. S., & Lee, Y. B.: Re-conception of cultural ecology-based pedagogy based on Bruner's narrative. Information, 17, 12(A), (2014) 8. Reed, E. S.: Encountering the World: Toward an Ecological Psychology. New York: Oxford University Press (1996) 9. Smidt, S.: Introducing Bruner: A guide for practitioners and students in early years education, London and New York: Routledge (2011) 270 Copyright 2015 SERSC
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