CURRERE as a Method of Teaching
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The document discusses the currere method, proposed by William Pinar, as a framework for autobiographical reflection in educational settings, emphasizing the importance of understanding past experiences to inform future teaching practices. It outlines a four-step process (regressive, progressive, analytical, synthetic) for educators to reflect on their educational journeys, which can lead to transformative curriculum leadership. Additionally, it introduces '3s understanding,' which integrates subject matter, self-learning, and social learning to foster students' engagement in democratic society.
CURRERE as a Method of Teaching
- 1. AL NAHRAIN UNI. COLLAGE OF ENG. DEAPARTMENT OF ARCH. ENG. CURRERE AS A METHODE OF TEACHING BY: HUSSEIN AZHER SUPPERVISED BY LECTURAL ASSISTANCE: Dr. NAWFAL J.R. 1st STAGE 2017/18
- 2. 2 Content The method...............................................................3 The framework..........................................................3 Step one ...............................................................4 Step two ............................................................... 4 Step three ............................................................ 4 Step four .............................................................. 5 Impact.......................................................................5 3S Understanding......................................................6 Subject matter.......................................................7 Self-learning..........................................................7 Social learning.......................................................8 References................................................................9
- 3. 3 The method Currere encourages educators and learners to undertake an autobiographical examination of themselves. Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere". The framework Pinar proposes a framework for the method of currere requiring those involved in education to reflect upon their life experiences thus far. The framework includes four steps or benchmarks to be followed. The steps are: the regressive, the progressive, the analytical, and the synthetic. Pinar uses the four steps as a framework to reflect on curriculum theory and public education. The framework's purpose is as follows, "This four step process includes retelling the story of one's educational experiences, imagining future possibilities for self-understanding and educational practice; analysis of the relationships between past, present and future life history and practice; and new ways of thinking about education".
- 4. 4 Step one: The regressive step encourages learner/educators to remember particular educational experiences and how the past experiences have guided them in the development of their own personal attitude or beliefs about education. This allows them to understand how the past has not only affected them, but the people surrounding them. Pinar says one's past is "shared, each in his or her own way, by us all. "They may remember past experiences and how they overcame struggles as a young person in society". John Dewey describes experience through trial and error. He states, "We simply do something, and when it fails, we do something else, and keep on trying till we hit upon something which works, and then we adopt that method as a rule of thumb measure in subsequent procedure". Step two: The progressive step offers an opportunity to think about the future. Step three: The analytical step involves analyzing the here and now and creates a subjective space of freedom from the present. Students and teachers may see the moments of right here and now as a "historical moment in which we lived, in which others have lived, and in which our descendants will someday live".
- 5. 5 Step four: The final step is the synthetic step which involves analyzing the present in light of the knowledge and understanding gained from steps 1, 2, and 3. Many educators may use the first three steps to visualize and analyze their journey of becoming an educator. When they ultimately begin affecting others' lives and working with curriculum, educators find themselves in the synthetic stage of becoming. "One utilizes insights from past, present and future to create transformed educational environments". Impact James G. Henderson and Rosie Gornik use currere in Transformative Curriculum Leadership as they present educators a particular type of curriculum judgment. They use a paradigm called curriculum wisdom problem solving while envisioning curriculum as a journey. Just as Pinar presents our process of becoming a journey, Henderson and Gornik use currere throughout their writing with the purpose of allowing the reader insights into firsthand accounts of educators' experiences. They work closely with teaching for 3S Understanding—"referring to the integration of Subject matter understanding with democratic Self and Social understanding and undertaking a personal journey of understanding". Within Transformative Curriculum Leadership we find Gornik's deep self-understanding in regard to 3S Understanding through her currere. She presents the reader with various autobiographical narratives and vignettes written to inspire the reader to delve into their own currere and examine their own self-understanding. Henderson and Gornik (2007) say they incorporate the currere method in their book because they "acknowledge
- 6. 6 that educators who choose to facilitate their students' personalized journeys of understanding cannot do so without undertaking a similar journey of understanding". Educators have many responsibilities including presenting their students with opportunities or ideas of how to become active members in today's democratic society. The purpose of the book is to encourage the reader to become a "connoisseur" of democratic education with an understanding of educational growth in societies with democratic values 3S Understanding is a curriculum structure that was created by James G. Henderson. 3S Understanding is a mixture of three components that can be diagrammed as a triangle. The three Ss are Subject Matter, Self-learning, and Social Learning. Henderson and Gornik’s Reflective Teaching: Professional Artistry Through Inquiry examines 3S understanding and teaching for democratic living. It goes in depth about subject learning, self-learning, and social learning. Henderson writes the book with the ideas and also presents several real life examples. It goes through teacher reflection and how teachers should be constantly refining their practice. The manual on 3S Understanding and how to apply it to a curriculum is Transformative Curriculum Leadership by Henderson. It will be one of the most important documents in the study. Henderson outlines what 3S Understanding is, what it is based on, and how to implement it. The author discusses how to design and plan lessons, how to teach the lessons, evaluation of the lessons, and organization. Henderson even goes on to discuss how the community and school can get involved and help expand and support this form of curriculum.
- 7. 7 Subject matter The subject is the base curriculum and standards that are used by the school, state, and nation. They are inherent in every curriculum but James Henderson goes further in describing what he sees as subject. He says, “Teaching for democratic living requires the use of thinking-centered, performance-based activities".Teaching subject matter is important but it needs to focus on student thinking and assessment. Henderson gives many forms of performance-based learning: Collaborative learning, peer teaching, project-based learning, understanding performances, infusion of critical and creative thinking, and authentic problems that have real-world significance. Henderson also discusses the importance of constructivist learning and how drawing from past experiences and applying it to the present is important. The students will gain more meaning from the material if it has some meaning to them. Self-learning The second S is for Self-Learning and it represents the students’ view of themselves as lifelong learners. It is important for students to see themselves as constantly learning from others and from themselves. Everything that a student experiences, every person that they talk to, and everything they do impacts their beliefs and knowledge. If a teacher can help a student to realize that then they can help the student to grow to be active participants in a democratic society. Henderson also talks about social-emotional growth and how it can be accomplished by fostering, “caring and supportive learning environments that invite active student participation in classroom and school management activities”. It is important for students to make good choices and to know how to express emotion.
- 8. 8 Social learning The third S stands for Social Learning which gives the student understanding of their society. It helps them think about “equity, diversity, and civility issues”. Equity has to do with the equality of people and the ideas of fair and just. Henderson suggests that stereotypes are squashed at an early age and that grading should encourage all students. Diversity should celebrate human differences and diversity should be seen as something good. Civility focuses on the right to have different opinions and to listen to everyone’s opinion even if it is different.
- 9. 9 References https://en.wikipedia.org/wiki/Currere Pinar, William Frederick (1975). "The method of currere" (PDF). American Educational Research Association. Pinar, William (2004). What is curriculum theory?. Routledge. Dewey, John (1916 repub. 2011). Democracy and Education: An Introduction to the Philosophy of Education. p. 99. Kissel-Ito, Cindy (May 2008). "The name assigned to the document by the author. This field may also contain sub- titles, series names, and report numbers. "Currere" as Transformative Story Telling in Religious Education" (PDF). Religious Education. Routledge. Henderson, James George; Gornik, Rosemary (2007). Transformative curriculum leadership. Pearson Merrill/Prentice Hall. https://en.wikipedia.org/wiki/3S_Understanding Henderson, J.G. (2001). Reflective teaching: Professional artistry through inquiry (3rd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.