Who Should Play a Part in Developing Curriculum for Schools and Why?

Introduction

One of the first things to leap out at the reader of John Deweys description of schools in Utopia is the fact that he gives primacy of place to parentsmeaning that only those married people who have had children of their own are allowed to have positions of authority in the schools or assemblies where children learn from their elders. Dewey (1933) begins the section with the subtitle Parenthood Required and proceeds to state that the adults who are most actively concerned with the young have, of course, to meet a certain requirement, and the first thing that struck me as a visitor to Utopia was that they must all be married persons and, except in exceptional cases, must have had children of their own. In short, Dewey holds that parents should hold a special place in the education of children: they have been there with their own; they know what children go through and what they need. Parents, moreover, represent the authority in the home; they represent the family, and no school can exist without families. Thus, when it comes to one of the central questions of this courseas in, who should help schools develop curriculum?there can be no better answer than parents, as Dewey (1933) points out, first and foremost. For when it comes to stakeholders in education, there are communities, businesses, educators, policy makers, and morebut at the top of that list there are students and there are parents.

Background

The historical approach to curriculum development was driven by experts, such as curriculum specialists, educational researchers, and policy-makers, who were seen as having the knowledge and expertise to design a curriculum that would best serve the needs of the students. However, this approach was criticized for its lack of consideration for the needs and interests of the students, teachers, and communities who would be affected by the curriculum (Kliebard, 2004). Criticism of the expert-driven approach is that it can lead to a top-down approach to education that undermines the autonomy and creativity of teachers. Teachers are often seen as mere implementers of the curriculum, rather than active participants in its development (Alnefaie, 2016). This can lead to a disconnect between what is taught in the classroom and the needs and interests of the students.

As a result, there has been a shift towards more democratic and participatory approaches to curriculum development. This approach recognizes that students, teachers, and community members have valuable knowledge and expertise that can contribute to the design of a meaningful and effective curriculum (Kliebard, 2004).

For example, participatory action research (PAR) is a collaborative approach to curriculum development that involves students, teachers, and community members in the process of identifying and addressing educational issues (MacDonald, 2012). PAR is based on the idea that the people most affected by a problem are the best equipped to solve it. By involving all stakeholders in the process of curriculum development, PAR can create a curriculum that reflects the needs and interests of the students, teachers, and community members.

Another example of a democratic approach to curriculum development is the community-based curriculum (Kliebard, 2004). This approach involves collaborating with local community members to design a curriculum that is relevant to the students' cultural and social contexts. Community members can share their knowledge and expertise to create a curriculum that reflects the history, culture, and values of the community.

Deweys Theory and Experiential Learning

Experiential learning is at the heart of Deweys vision of education in a utopian societythat is why he sees experienced adults as the main directors and shapers of the childs education. Experiential learning is based on the idea that a young learner can learn through direct interaction with others who have knowledge and skills (Kolb, 2014). This ties in with the concept of the zone of proximal development. The zone of proximal development (ZPD) is a concept introduced by Lev Vygotsky, a Russian psychologist and philosopher, to describe the range of tasks that a child can perform with assistance when interacting or observing others who are older or more skilled or developed. According to Vygotsky, a child's development is shaped by the interactions they have with more knowledgeable individuals, such as parents or teachers, who can provide guidance and support in completing challenging tasks. Deweys vision of utopian schools aligns with the concept of ZPD and experiential learning, so long as that experience is directed by adults who are married (a sign of commitment and consistency) and who have had children of their own (a sign of experience and understanding).

The ZPD refers to the gap between what a child can do independently and what they can achieve with assistance. This zone is seen as the optimal range for learning, as it allows children to stretch their abilities and develop new skills with the guidance of a more knowledgeable other. This gap is best filled by parents in a director-role in Deweys vision. In my vision, I see parents as playing a primary role in curriculum development, as they give input to educators, administrators, policy makers, business leaders, and so on. Parents are theultimate guides and guardians of students. But at some point they must realize that they cannot do it all on thei own. They must rely on other instructors for aid and supportand this is why Dewey admits as much in his vision. But Dewey insists instructors have basic virtues (i.e., that they be married) and that they have experience with children. Vygotsky argued that by providing appropriate support, a child can gradually internalize the strategies and knowledge they need to perform the task independently. This is the ultimate goal of education.

The theory of playful learning can be tied in here as well, as it builds on Vygotsky's ideas about the importance of social interaction in learning. Playful learning is a teaching approach that uses play as a means of promoting learning and development (Rice, 2009). It is based on the idea that play is a natural and engaging activity for children that can be used to support their learning in a range of subject areas.

Playful learning typically involves activities that are open-ended and child-directed, allowing children to explore and experiment with ideas and concepts at their own pace. Playful learning can also involve collaborative play, in which children work together to solve problems and achieve shared goals. According to the theory of playful learning, play can provide a context for learning that is motivating, engaging, and meaningful for children (Rice, 2009). Playful learning activities can help children develop a range of skills, such as problem-solving, creativity, and critical thinking, as well as social and emotional competencies, such as communication, collaboration, and empathy. So playful learning offers an alternative to parent/teacher directed activities, which is also part of my vision. I do not want to see schools that are totally parent/teacher directed; I also want learners to have the opportunity to stretch out on their own and go towards the paths that are most appealing to them. I believe every...

…effective instructional strategies and assessment methods. They have a deep understanding of their students' learning styles and needs, and are able to tailor instruction to meet the diverse needs of their students.

Students, as the primary learners, should also have a voice in the development of curriculum. They are the ones who are directly impacted by the curriculum, and their input can provide valuable insight into what is effective and relevant to their learning needs.

Community leaders, including local business owners, civic leaders, and other community stakeholders, can also play a role in the development of curriculum. They can provide input on what skills and knowledge are needed for success in the local job market and can help to connect students with real-world learning opportunities.

Overall, a collaborative approach that includes parents, teachers, students, and community leaders can lead to a curriculum that is relevant, effective, and meets the diverse needs of all students. My main point is that parents should play an important role in the development of curriculum, but it is also essential to recognize the expertise and knowledge of other stakeholders and to work together to create a curriculum that prepares students for success in the future. Parents should be the primary sources of input, but support will be required from others who can shape the curriculum to meet the needs of the primary stakeholders in a manner befitting the vision put forward by Dewey.

It must always be remembered that education is personal, as it pertains to the childs mind and heart and God-given talents. Skills training is technical and impersonal. The two are not the same. A curriculum that is based on character education will tend toward the former. A science-based education (i.e., engineering, STEM, etc.) will tend toward the latter. Parents will be the primary drivers of the curriculum of the former, so that the child at some point can choose which technical training to pursue based on individual appeal, if that choice should be warranted in the future.

Conclusion

In conclusion, the development of curriculum not a simple process but rather a highly personal and moral one. It inevitably involves a range of stakeholders, including educators, policy-makers, parents, students, and community members. In recent years, the push has been for standardization, but so too has there been a simultaneous shift towards more participatory and democratic approaches to curriculum development, which recognize the importance of engaging diverse perspectives and experiences.

In this paper, I explored different perspectives on who should play a part in developing curriculum for schools and why. Even though there are varying opinions on this topic, it is my vision that a collaborative approach that includes parents, teachers, students, and community leaders can lead to a curriculum that is relevant, effective, and meets the diverse needs of all individual students. Parents play a critical role in guiding and supporting their children's education, but it is important to recognize the expertise and knowledge of other stakeholders as well.

This paper also discussed the importance of incorporating character education into the curriculum, which helps to cultivate ethical and moral values in students, preparing them for success not only academically but also in their personal and professional lives. Character education is an essential component of curriculum development because it promotes the development of responsible, ethical, and compassionate individuals who ae equipped to navigate complex social and ethical issues, contribute positively to society, and lead fulfilling and meaningful lives. By emphasizing the importance of values and behaviors that promote social and emotional well-being, character education creates a supportive and inclusive…