8624-1 Spring 2018

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Course: Secondary Education (8624)

Level: B.Ed
Semester: Spring 2018
ASSIGNMENT 1
QNO:1 Define aims and objectives of education for preparing practicing. Muslim and for
creative Islamic social welfare state. (20)
Everything in the nature will be done for particular purpose; it becomes easy to achieve it when we
know its objectives or goal as well. Such as every pilot has a route-chart and set timing of landing at
predetermined destination. Every country has a constitution or set of Principles and traditions,
through which a country is governed.
Similarly, education is a purposeful and planed activity which is under taken by the educator and the
learner for achieving clear cut objective or ends in view. Without an end or objective no purposeful
activity will have that real force which directs it and makes it meaningful. It is said that “education
without clear cut aims and objective is like a rudderless ship.”
In any educational programme to be effective the purposes and objectives are to be clearly stated So
that it is easy to select the right subject matter, the clinical experience and the right method to be
evaluate the student’s performance and the teaching learning process.
Educational aim
They are broad and general statements of educational intent, and it should inform students the overall
purpose of a programme or module. They are often written for the provider (lecturer / tutor) rather
than receiver (student) terms.
The aims are always written before the objectives. It is usually two or three sentences long. Having
too many aims leads to confusion and our work will lack focus.
The aims express the subject provider’s broad purposes in presenting each programme of study in the
subject. These aims address the question ‘why is the education provided?’
The aims might be stated in terms of some mixture of –
 the meeting of local, regional or national need
 preparation for the prosecution of research
 social goals, such as the widening access to higher education or increasing the degree of student
control over course selection or pattern of study
 enabling students to continue to appreciate or pursue independent study in the subject
Educational Objectives
The result sought by the learner at the end of the educational program, ie “what the students should
be able to do at the end of a learning period that they could not do beforehand.” J.-J GUILBERT
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Educational objectives are also called “learning objectives” as opposed to “teaching objectives”.
They define what the student, not the teacher, should be able to do.
The objectives are more specific target which is set in order to achieve the overall aim or we can say
that they are the steps to achieve the overall goal or aim.
The objective are more focused statement which describes what the learner will able to do as a result
of teaching or learning.
The objectives are the individual stages that learner must achieve on the way in order to reach the
aim. They are specific ways of achieving the aims.
The objectives are developed out of aims. They are usually listed as statement using bullet points.
We can have many objectives to fulfill a aim.
The reason for formulating objectives is to indicate what changes in behaviour is hoped to bring
about in the student as a result of the courses being offered.
Difference between aims and objectives
Educational aim’s Educational Objectives
Aims are generally difficult to

Objectives are narrow
measure.
Objectives are precise.
Aims are general intentions.
Objectives are tangible.
Aims are intangible.
Objectives are concrete.
Aims are abstract.
Objectives are measurable.
Aims are broad
The Purpose of Educational Objectives

 Foster a common understanding or expectation among instructors, students and administrators
regarding what an educational activity aims to accomplish.
 Define an activity’s place or role within a broader program.
 Guide students about where they should focus their learning efforts.
 Establish standards against which an activity can be evaluated.

0304
Characteristics
haracteristics of Effective Objectives:
 Focus entirely on students
 Emphasize core skills and content
 Relate directly back to program goals
 Define learning levels
 Measurable within the confines of the course
 Specific
 Realistic
 Clearly and concisely written
 Strive for higher order learning
Importance of educational Objectives
Educational Objectives are important, because these are guides to –
 Selection of content
 Development of an instructional strategy.
 Development and selection of instructional materials.
 Construction
onstruction of tests and other instruments for assessing and then evaluating student learning
outcomes.
QNO:2 Describe the function of boards. Also make suggestion for

improvement.(20)
Major Roles and Functions of the Board
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The Board plays a central supporting and supervisory role in HKEX’s corporate governance
structure, provides leadership and guidance to the Group’s activities, and oversees the execution of
the Group’s business strategies. In fulfilling HKEX’s Public Responsibilities and Corporate
Responsibilities, the Board leads and supervises the Group’s management to act in the interest of the
public as well as its shareholders, but in case of conflict, the former shall prevail. The Board’s roles
and functions are set out clearly in the Board’s terms of reference which are reviewed regularly and
incorporated in the Director's Handbook. Specific matters reserved for the Board’s consideration and
decision are –
 To determine the Group’s objectives, missions, strategies, policies and business plans and
monitor their implementation
 To set appropriate policies to manage risks in pursuit of the Group’s strategic objectives
 To ensure the integrity of the Group’s accounting and financial reporting system and
compliance with the relevant laws and standards, and that appropriate internal control systems are
in place, including systems for risk management, as well as financial and operational control
 To monitor and control the Group’s operations and financial performance through the
determination of the annual budget in particular the capital expenditure budget and annual
operating plan
 To ensure a transparent Board nomination and election process
 To appoint key senior executives and oversee succession planning
 To ensure timely and accurate disclosure to and communications with stakeholders
 To monitor the effectiveness of the Group’s practices in corporate governance and CSR, and
approve corporate governance and CSR policies and practices
 To oversee the effectiveness of the compensation structure and to align interests of the
employees with that of HKEX
 To ensure the adequacy of resources, and staff qualifications and experience of the Group’s
accounting and financial reporting function
 Approving Ferrovial’s strategic guidelines, management goals and annual budgets.
 Approving Ferrovial’s policy in the following areas: investments and finance, structure of
the group of companies, corporate governance, corporate social responsibility,
remuneration and evaluation of senior executives, risk control and management,
shareholder remuneration and own shares.
 Appointment and removal of the Company’s Managing Director, after consultation with
the Nomination and Remuneration Committee.

 Directors’ remuneration, based on a proposal from the Nomination and Remuneration

Committee.
 Drafting financial statements, monitoring the Companys quarterly financial statements and
supervising the information that must be provided periodically to the markets or
supervisory authorities.
 Approving investments or transactions whose size or special characteristics makes them
strategic, except where their approval is reserved for the Shareholders’ Meeting.
 Approving the incorporation and acquisition of holdings in companies domiciled in tax
havens and of special purpose vehicles, where their nature, object, accounting, finances or
any other circumstance might impair the group’s transparency.
 Based on a report by the Audit and Control Committee, granting the exemptions and other
authorizations regarding directors’ duties which are within its power, in accordance with
the Regulation of the Board of Directors.
QNO:3 Write in detail history, status and function of federal Direction of

Education and also highlight the organizational structure of federal Direction of Education
(School).(20)
As noted above, vocational or professional education has no neighborhood effects of the kind
attributed above to general education. It is a form of investment in human capital precisely analogous
to investment in machinery, buildings, or other forms of nonhuman capital. Its function is to raise the
economic productivity of the human being. If it does so, the individual is rewarded in a free
enterprise society by receiving a higher return for his services than he would otherwise be able to
command.5This difference is the economic incentive to acquire the specialized training, just as the
extra return that can be obtained with an extra machine is the economic incentive to invest capital in
the machine. In both cases, extra returns must be balanced against the costs of acquiring them. For
vocational education, the major costs are the income foregone during the period of training, interest
lost by postponing the beginning of the earning period, and special expenses of acquiring the training
such as tuition fees and expenditures on books and equipment. For physical capital, the major costs
are the expenses of constructing the capital equipment and the interest during construction.
In both cases, an individual presumably regards the investment as desirable if the extra returns, as he
views them, exceed the extra costs, as he views them.6 In both cases, if the individual undertakes the
investment and if the state neither subsidizes the investment nor taxes the return, the individual (or
his parent, sponsor, or benefactor) in general bears all the extra cost and receives all the extra returns:

there are no obvious unborne costs or unappropriable returns that tend to make private incentives
diverge systematically from those that are socially appropriate. If capital were as readily available for
investment in human beings as for investment in physical assets, whether through the market or
through direct investment by the individuals concerned or their parents or benefactors, the rate of
return on capital would tend to be roughly equal in the two fields: if it were higher on non-human
capital, parents would have an incentive to buy such capital for their children instead of investing a
corresponding sum in vocational training, and conversely. In fact, however, there is considerable
empirical evidence that the rate of return on investment in training is very much higher than the rate
of return on investment in physical capital.
According to estimates that Simon Kuznets and I have made elsewhere, professionally trained
workers in the United States would have had to earn during the 1930s at most 70 percent more than
other workers to cover the extra costs of their training, including interest at roughly the market rate
on non-human capital. In fact, they earned on the average between two and three times as much.7
Some part of this difference may well be attributable to greater natural ability on the part of those
who entered the professions: it may be that they would have earned more than the average non-
professional worker if they had not gone into the professions. Kuznets and I concluded, however,
that such differences in ability could not explain anything like the whole of the extra return of the
professional workers.8 Apparently, there was sizable underinvestment in human beings. The postwar
period has doubtless brought changes in the relative earnings in different occupations.
It seems extremely doubtful, however, that they have been sufficiently great to reverse this
conclusion. It is not certain at what level this underinvestment sets in. It clearly applies to professions
requiring a long period of training, such as medicine, law, dentistry, and the like and probably to all
occupations requiring a college training. At one time, it almost certainly extended to many
occupations requiring much less training but probably no longer does, although the opposite has
sometimes been maintained.9
This underinvestment in human capital presumably reflects an imperfection in the capital market:
investment in human beings cannot be financed on the same terms or with the same ease as
investment in physical capital. It is easy to see why there would be such a difference. If a fixed
money loan is made to finance investment in physical capital, the lender can get some security for his
loan in the form of a mortgage or residual claim to the physical asset itself, and he can count on
realizing at least part of his investment in case of necessity by selling the physical asset. If he makes
a comparable loan to increase the earning power of a human being, he clearly cannot get any
comparable security; in a non-slave state, the individual embodying the investment cannot be bought

and sold. But even if he could, the security would not be comparable. The productivity of the
physical capital does not — or at least generally does not — depend on the co-operativeness of the
original borrower. The productivity of the human capital quite obviously does — which is, of course,
why, all ethical considerations aside, slavery is economically inefficient. A loan to finance the
training of an individual who has no security to offer other than his future earnings is therefore a
much less attractive proposition than a loan to finance, say, the erection of a building: the security is
less, and the cost of subsequent collection of interest and principal is very much greater.
A further complication is introduced by the inappropriateness of fixed money loans to finance
investment in training. Such an investment necessarily involves much risk. The average expected
return may be high, but there is wide variation about the average. Death or physical incapacity is one
obvious source of variation but is probably much less important than differences in ability, energy,
and good fortune. The result is that if fixed money loans were made, and were secured only by
expected future earnings, a considerable fraction would never be repaid. In order to make such loans
attractive to lenders, the nominal interest rate charged on all loans would have to be sufficiently high
to compensate for the capital losses on the defaulted loans. The high nominal interest rate would both
conflict with usury laws and make the loans unattractive to borrowers, especially to borrowers who
have or expect to have other assets on which they cannot currently borrow but which they might
have to realize or dispose of to pay the interest and principal of the loan. 10 The device adopted to
meet the corresponding problem for other risky investments is equity investment plus limited
liability on the part of shareholders. The counterpart for education would be to “buy” a share in an
individual’s earning prospects: to advance him the funds needed to finance his training on condition
that he agree to pay the lender a specified fraction of his future earnings. In this way, a lender would
get back more than his initial investment from relatively successful individuals, which would
compensate for the failure to recoup his original investment from the unsuccessful.
There seems no legal obstacle to private contracts of this kind, even though they are economically
equivalent to the purchase of a share in an individual’s earning capacity and thus to partial slavery.
One reason why such contracts have not become common, despite their potential profitability to both
lenders and borrowers, is presumably the high costs of administering them, given the freedom of
individuals to move from one place to another, the need for getting accurate income statements, and
the long period over which the contracts would run. These costs would presumably be particularly
high for investment on a small scale with a resultant wide geographical spread of the individuals
financed in this way. Such costs may well be the primary reason why this type of investment has
never developed under private auspices. But I have never been able to persuade myself that a major

role has not also been played by the cumulative effect of such factors as the novelty of the idea, the
reluctance to think of investment in human beings as strictly comparable to investment in physical
assets, the resultant likelihood of irrational public condemnation of such contracts, even if
voluntarily entered into, and legal and conventional limitation on the kind of investments that may be
made by the financial intermediaries that would be best suited to engage in such investments,
namely, life insurance companies. The potential gains, particularly to early entrants, are so great that
it would be worth incurring extremely heavy administrative costs. 11
But whatever the reason, there is clearly here an imperfection of the market that has led to
underinvestment in human capital and that justifies government intervention on grounds both of
“natural monopoly,” insofar as the obstacle to the development of such investment has been
administrative costs, and of improving the operation of the market, insofar as it has been simply
market frictions and rigidities.
What form should government intervention take? One obvious form, and the only form that it has so
far taken, is outright government subsidy of vocational or professional education financed out of
general revenues. Yet this form seems clearly inappropriate. Investment should be carried to the
point at which the extra return repays the investment and yields the market rate of interest on it. If the
investment is in a human being, the extra return takes the form of a higher payment for the
individual’s services than he could otherwise command. In a private market economy, the individual
would get this return as his personal income, yet if the investment were subsidized, he would have
borne none of the costs. In consequence, if subsidies were given to all who wished to get the training,
and could meet minimum quality standards, there would tend to be overinvestment in human beings,
for individuals would have an incentive to get the training so long as it yielded any extra return over
private costs, even if the return were insufficient to repay the capital invested, let alone yield any
interest on it. To avoid such overinvestment, government would have to restrict the subsidies. Even
apart from the difficulty of calculating the “correct” amount of investment, this would involve
rationing in some essentially arbitrary way the limited amount of investment among more claimants
than could be financed, and would mean that those fortunate enough to get their training subsidized
would receive all the returns from the investment whereas the costs would be borne by the taxpayers
in general. This seems an entirely arbitrary, if not perverse, redistribution of income.
This re-examination of the role of government in education suggests that the growth of governmental
responsibility in this area has been unbalanced. Government has appropriately financed general
education for citizenship, but in the process it has been led also to administer most of the schools that
provide such education. Yet, as we have seen, the administration of schools is neither required by the

financing of education, nor justifiable in its own right in a predominantly free enterprise society.
Government has appropriately been concerned with widening the opportunity of young men and
women to get professional and technical training, but it has sought to further this objective by the
inappropriate means of subsidizing such education, largely in the form of making it available free or
at a low price at governmentally operated schools.
The lack of balance in governmental activity reflects primarily the failure to separate sharply the
question what activities it is appropriate for government to finance from the question what activities
it is appropriate for government to administer — a distinction that is important in other areas of
government activity as well. Because the financing of general education by government is widely
accepted, the provision of general education directly by governmental bodies has also been accepted.
But institutions that provide general education are especially well suited also to provide some kinds
of vocational and professional education, so the acceptance of direct government provision of
general education has led to the direct provision of vocational education. To complete the circle, the
provision of vocational education has, in turn, meant that it too was financed by government, since
financing has been predominantly of educational institutions not of particular kinds of educational
services.
The alternative arrangements whose broad outlines are sketched in this paper distinguish sharply
between the financing of education and the operation of educational institutions, and between
education for citizenship or leadership and for greater economic productivity. Throughout, they
center attention on the person rather than the institution. Government, preferably local governmental
units, would give each child, through his parents, a specified sum to be used solely in paying for his
general education; the parents would be free to spend this sum at a school of their own choice,
provided it met certain minimum standards laid down by the appropriate governmental unit. Such
schools would be conducted under a variety of auspices: by private enterprises operated for profit,
nonprofit institutions established by private endowment, religious bodies, and some even by
governmental units.
For vocational education, the government, this time however the central government, might likewise
deal directly with the individual seeking such education. If it did so, it would make funds available to
him to finance his education, not as a subsidy but as “equity” capital. In return, he would obligate
himself to pay the state a specified fraction of his earnings above some minimum, the fraction and
minimum being determined to make the program self-financing. Such a program would eliminate
existing imperfections in the capital market and so widen the opportunity of individuals to make

productive investments in themselves while at the same time assuring that the costs are borne by
those who benefit most directly rather than by the population at large.
An alternative, and a highly desirable one if it is feasible, is to stimulate private arrangements
directed toward the same end. The result of these measures would be a sizable reduction in the direct
activities of government, yet a great widening in the educational opportunities open to our children.
They would bring a healthy increase in the variety of educational institutions available and in
competition among them. Private initiative and enterprise would quicken the pace of progress in this
area as it has in so many others. Government would serve its proper function of improving the
operation of the invisible hand without substituting the dead hand of bureaucracy.
QNO:2 Curriculum include cognitive, affective and cognitive include language,

literature, Arithmetic science, Geography and History, Affective activities include Music, Art,
and poetry, cognitive activities which satisfy the basic need of food, clothes and shelter which
may called practical art and capacities of work. Discuss. (20)
Cognitive, Affective, & Behavioral Neuroscience (CABN) offers theoretical, review, and primary
research articles on behavior and brain processes in humans. Coverage includes normal function as
well as patients with injuries or processes that influence brain function: neurological disorders,
including both healthy and disordered aging; and psychiatric disorders such as schizophrenia and
depression.
CABN is the leading vehicle for strongly psychologically motivated studies of brain–behavior
relationships, through the presentation of papers that integrate psychological theory and the conduct
and interpretation of the neuroscientific data.
The range of topics includes perception, attention, memory, language, problem solving, reasoning,
and decision-making; emotional processes, motivation, reward prediction, and affective states; and
individual differences in relevant domains, including personality.
Cognitive, Affective, & Behavioral Neuroscience is a publication of the Psychonomic Society.
Cognitive, Affective, & Behavioral Neuroscience , a journal of The Psychonomic Society, is
committed to upholding principles of integrity in scientific publishing and practice. As a member of
the Committee on Publication Ethics (COPE), the journal will follow COPE guidelines concerning
procedures for handling potential acts of professional misconduct.
Science:
Science is the study of the world around us. Scientists learn about their subject by observing,
describing, and experimenting. There are many subjects and branches of science. Some study outer

space like astronomy. Other sciences study life (biology) or the earth (geology) or even matter and
energy (physics). Below are some subjects that you may be interested in or studying in class. The
world around us is fascinating and learning about it can be fun and interesting.
Much of the science we know today was discovered using the Scientific Method. The Scientific
Method is a method scientists use to get accurate results from their experiments.
Art and Poetry
Fiona Stafford
When William Dyce visited Rome, he was astonished: ‘In truth, to me Rome was a kind of living
poem, which the soul read unceasingly, with the soothed sense which poetry inspires’.1 In
comparison with the bracing climate and rather more austere architecture of Aberdeen where Dyce
had grown up, the warmth, colour and sheer magnificence of the Eternal City was overwhelming. To
describe it as ‘a kind of living poem’, however, suggests not just the visual artist’s acute perception
of the city’s distinctive appearance, but also a deep sensitivity to the overall tone, history and special
atmosphere. Dyce first travelled there in 1825, a year after the poet Lord Byron’s death. Born in
1806, Dyce was only a few years younger than the poets John Keats and Percy Bysshe Shelley, so
recently buried at the Protestant Cemetery when Dyce made his initial visit to Rome. He was thus
part of an era in which the very idea of ‘poetry’ was broad enough to encompass any imaginative
response to the world, enabling Shelley to include Raphael beside Homer, Tasso and Bacon in
stirring references to the ‘greatest poets’ of all time.2 Artists of the Romantic period could rise as
readily as writers to the ideals articulated by Samuel Taylor Coleridge in 1817, in praise of
Wordsworth’s poetry:
It was the union of deep feeling with profound thought; the fine balance of truth in observing with
the imaginative faculty in modifying the objects observed; and above all the original gift of
spreading the tone, the atmosphere, and with it the depth and height of the ideal world, around forms,
incidents, and situations, of which, for the common view, custom had bedimmed all the lustre, had
dried up the sparkle and the dewdrops.3
For Dyce to describe Rome as a ‘living poem’ would not have seemed odd to those nurtured on the
grand ideals of the Romantic period, and although subsequent decades saw a diminishing faith in
poetry, and indeed much else, the influence of Coleridge, Wordsworth and other stars of Dyce’s
formative firmament continued to be felt. John Ruskin, for example, presenting a Victorian
readership with Modern Painters (1843–60), still drew inspiration from Wordsworth, including more
quotations from the elderly poet laureate than any other source. The third volume, published in 1856,

was prefaced by lines from Wordsworth’s The Excursion (1814), lamenting the modern tendency to
neglect the soul, which Ruskin considered as relevant to readers of the mid-century as to those four
decades before. Modern painters, he suggested, should look to Wordsworth for inspiration in the
fullest, most spiritual sense. Dyce’s own analogy between the experience of visiting Rome and the
‘soothed sense which poetry inspires’ could only have been made by a poetry lover, and throughout
his artistic career he frequently chose subjects with literary dimensions. From his early sketch
of Puck 1825 (Aberdeen Art Gallery and Museums, Aberdeen) to his late portrait of George Herbert
at Bemerton c.1860 (Guildhall Art Gallery, London), Dyce demonstrated his interest in poetry; but
even works less obviously indebted to specific sources often suggest a deeply literary sensibility. As
the Art-Union observed approvingly in 1844, he was one of the few modern British painters who
considered it ‘as much their duty to read and think as to draw and paint’.4
1. Certainty
At a basic level, each of us have a need to satisfy a core sense of stability in the world. At a very
primal level, satisfying the need for certainty helps guarantee the continuation of our DNA. We do
what we need to claim Certainty by covering the basics, doing the work that is needed, paying our
bills, securing the roof above our head, staying safe in our endeavors and relationships.
2. Variety
Just as we each need to experience a sense of Certainty in the world, there are times when we must
also break from that which is known, defined and predictable in order to allow ourselves to evolve
and become more of who we came here to be. The need for uncertainty, diversity and movement
interrupts patterns of predictability and stagnation, allowing us to expand who we are and experience
ourselves in motion. Of course there is risk in letting go of that which is certain and known, but when
we let go of “needing to know”, we enter a realm of possibility that is not bound by past experience.
In life, our efforts to satisfy the need for Variety can be taken to extremes when our primary driver is
constant change (in location, relationship, job, etc.) and while there may be times when feasting at
the full buffet of diversity is exactly what we need, over time, satisfying the need for Variety by
changing our external surroundings alone, can prevent us from fully engaging with life right where
we are.
In the positive, Variety comes in a balanced approach that allows us to move dynamically in our
outer and inner landscapes – allowing change when change is needed, starting with ourselves. When
we create a genuine shift within, that which needs to change on the outside will do so naturally (often
without needing to move to another country or leave one job or relationship in order to discover
similar challenges in the next).

3. Significance
As we balance the forces of Certainty and Variety in our life and step out into the world, the next
Human Need is to be seen and validated for who we are and what we do. The need for Significance
tells us that we do not exist in isolation but as part of a greater whole, and to be an effective part of
that whole we need to know that we are playing our part – and being honored for that expression.
Satisfying our need for Significance is part of creating our sense of identity in the world and for
those who follow the Chakra system, this need can be aligned with our Solar Plexus and the
experience/expression of the Self.
QNO:5 In the light of different definition give your point of view about the need
of curriculum and also discuss the different theories of curriculum.(20)
Curriculum Theory
Curriculum theory is the theory of the development and enactment of curriculum. Within the broad
field of curriculum studies, it is both a historical analysis of curriculum and a way of viewing current
educational curriculum and policy decisions. There are many different views of curriculum theory
including those of Herbert Kliebard and Michael Stephen Schiro, among others.
Kliebard takes a more historical approach to examining the forces at work that shape the American
curriculum, as he describes those forces between 1893 and 1958. Schiro takes a more philosophical
approach as he examines the curriculum ideologies (or philosophies) that have influenced American
curriculum thought and practice between ca 1890-2007. Kliebard discusses four curriculum groups
that he calls humanist (or mental disciplinarians), social efficiency, developmentalist (or child study),
and social meliorists. Schiro labels the philosophies of these groups the scholar academic ideology,
social efficiency ideology, learner-centered ideology, and social reconstruction ideology.
One of the common criticism of curriculum of broadfield curriculum is that it lays more emphasis on
mental discipline and education. "Mental disciplinarians" and Humanists believe in all students'
abilities to develop mental reasoning and that education was not intended for social reform in itself
but for the systematic development of reasoning power. Good reasoning power would lead to the
betterment of society. Harris described the subjects to be taught as the “five windows” into the soul
of the student: “grammar, literature and art, mathematics, geography, and history” and prescribed it
in that order to be taught. Some critics view this group as having too much emphasis on the
"classics" as determined by the dominant groups in a society (and particularly in history by the
Committee of Five and Committee of Ten in the late 19th century). In today's society this group is

may be seen as having a cultural bias toward the upper class, as well as, the caucasian majority in the
United States.
Social meliorism
Social Meliorists believe that education is a tool to reform society and create change of the better.
This socialization goal was based on the power of the individual's intelligence, and the ability to
improve on intelligence through education. An individual’s future was not predetermined by gender,
race, socio-economic status, heredity or any other factors. “The corruption and vice in the cities, the
inequalities of race and gender, and the abuse of privilege and power could all be addressed by a
curriculum that focused directly on those very issues, thereby raising a new generation equipped to
deal effectively with those abuses”. Some critics view this group has goals that are difficult to
measure and are a product that has slow results.
John Dewey's curriculum theory
John Dewey felt that the curriculum should ultimately produce students who would be able to deal
effectively with the modern world. Therefore, curriculum should not be presented as finished
abstractions, but should include the child’s preconceptions and should incorporate how the child
views his or her own world. Dewey uses four instincts, or impulses, to describe how to characterize
children’s behavior. The four instincts according to Dewey are social, constructive, expressive, and
artistic. Curriculum should build an orderly sense of the world where the child lives. Dewey hoped to
use occupations to connect miniature versions of fundamental activities of life classroom activities.
The way Dewey hoped to accomplish this goal was to combine subject areas and materials. By doing
this, Dewey made connections between subjects and the child’s life. Dewey is credited for the
development of the progressive schools some of which are still in existence today.
Social efficiency educators
"Social efficiency educators" such as theorists Ross, Bobbitt, Gilbreth, Taylor, and Thorndike were
aiming to design a curriculum that would optimize the “social utility” of each individual in a society.
By using education as an efficiency tool, these theorists believed that society could be controlled.
Students would be scientifically evaluated (such as IQ tests), and educated towards their predicted
role in society. This involved the introduction of vocational and junior high schools to address the
curriculum designed around specific life activities that correlate with each student’s societal future.
The socially efficient curriculum would consist of minute parts or tasks that together formed a bigger
concept. This educational view was somewhat derived with the efficiency of factories which could
simultaneously produce able factory workers. Critics believe this model has too much emphasis on
testing and separating students based on the results of that testing.

Developmentalism
Developmentalists focus attention to the development of children's emotional and behavioral
qualities. One part of this view is using the characteristics of children and youth as the source of the
curriculum. Some critics claim this model is at the expense of other relevant factors. One example of
an extreme Hall advocated differentiated instruction based on native endowment and even urged
separate schools for “dullards” in the elementary grades.

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Course: Secondary Education (8624)

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Educational aim’s Educational Objectives

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