Original scientific paper
Curricular Reform as a Form of Standardising the Education – A Pedagogic-Didactic Reflexion
Iva Matanović
; Pula, Hrvatska
Abstract
This paper represents a pedagogic-didactic reflection on the current curricular reform based on the learning outcomes in the form of competences, with the aim of clarifying the international context and the reasons for its implementation as well as providing the opportunity for critical detachment, unlike self-explanatory acceptance. This is accomplished by thematizing the following points: 1) the global reform process of the standardisation of education – conceptual determination and education-political legitimation, 2) the relationship between the two dominant education traditions – the European tradition of didactics and the Anglo-Saxon tradition of curriculum and instruction as a wider context of introduction of education standards (learning outcomes in the form of competencies) and 3) critical reflection of standardisation of education from the education-theoretical viewpoint, which includes the consideration of three features, which Hopmann (2007) sees as the essence of didactics (commitment to the concept of education (ger. Bildung), difference between content (matter) and meaning, and autonomy of teaching and learning) from the humanistic pedagogic-didactic perspective as well as from the functionalist perspective of education standards. Thematizing these points leads to the conclusion that introducing standardized curriculum focused on learning outcomes in the form of competencies leads to promotion of functionalist to the detriment of humanistic concept of education, loss of purpose and value of educational content and decrease of freedom and autonomy of teaching and learning.
Keywords
curricular reform; education standards; European tradition of didactics; Anglo-Saxon tradition of curriculum and instruction; education; education content; autonomy of teaching and learning
Hrčak ID:
193870
URI
Publication date:
30.6.2017.
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