Knowledge and curriculum report ( T. Moore)

READING REPORT

Chapter 3. “ Knowledge and the curriculum”

This chapter begins explaining that an educated man is someone who had aquired some worthwile knowledge, understanding and skills. The importancy of certain kind of knowledge and skills will depends on the kind of society which does the educating..This set of knowledge and skills will constitute a curriculum, and the objective of the education is to pass this curriculum to the pupils.

Obiously the curriculum breaks down into different subject areas or diciplines, and the educated men and women are formed by being introduced to and initiated into various kind of knowledge and skills. Is here where the philosopher asks himself many questions like:  Why these subjects? What is knowledge? What exacty can be know?

Due to de complexity of these questions, this chaprter Will only give a brief and elemental explanation of the aspects involved. The differences of knowing that, knowing how and beliving are also mentionated.

There is a lot of questions relationated with what kind of knowledge a curriculum should include, and the most important: which ones are most important? This last question has differents anwers that shows different conclusions about the curriculum. But this is a issue that correponds to analyze a philosopher of education, since it is a problem of justification.

It was explained that in addition to mathematics and science, morality is a form of knowledge, as well as aesthetics and religión and these various forms may be combined to constitute composite fields of knowledge, like geography, architecture, and medicine.

READING REPORT

Chapter 4 “ Teaching and educating “

To teach is to intent that someone should learn something, but also one can learn without be taught. Teaching takes place when you learn as a result of someone's deliberate intention. To teach is to set up and recognise however minimally, a especial relationship between one person and another, teacher and pupil.

Not all teaching need amount to educating, moreover this is, in the norvative concept of education, the implication that the methods used are more aceptable, this is not so in the case of educating.

Teaching may be a necessary condition of education taking place but is not a sufficient condition. Education usually involves teaching,but not all teaching need be educative and some of it is not.

This chaprter also talks about training and indoctrination, Moore say that perhaps the best interpretation is that training entaild providing learners with a range of strategies and tactics which will enable them to opérate successfuly within a given field of activity, and the least contentious account would be that indoctrination is a form of teaching in which it is intended that certain beliefs should be accepted without question.

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