Curriculum Integration and the Disciplines of Knowledge

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Curriculum Integration and the Disciplines of
Knowledge

• By James Beane
• Power Point by Jaime Ivanelli

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Curriculum Integration and the Disciplines of
Knowledge

• As an advocate for curriculum integration, I
  want to set the records straight. In the
  thoughtful pursuit of authentic curriculum
  integration, the disciplines of knowledge are not
  the enemy. Instead they are a useful and
  necessary ally. (Beane, 1995)

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Curriculum Integration

• Sources of curriculum
• Real life issues, concerns
• Search for self and social meaning
• Integrate learning experiences
• Deepen understanding of self and world
• Seek and acquire knowledge
• Reference to knowledge
• Use of skills in knowing and understanding

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Disciplines of Knowledge

• Field of inquiry
• Specialized set of techniques
• Provides a sense of community
• Connect to create interdisciplinary fields
• Understanding of ourselves and our world

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What is the Problem?

• How will they be brought into the lives of young
  people?
• Do they include what is needed for self and
  social meaning?

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Defining Relationships

• Curriculum integration the disciplines of
  knowledge
• Deepen understanding of self and world
• Communicate meanings
• Draw from disciplines of knowledge

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Defining Relationships, Cont.

• School based subject areas the disciplines of
  knowledge
• Categorize knowledge
• Serve different purposes
• Individual experiences
• Attaches disciplines to subject

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Separate Subject Approach

• Incorrect portrayal of education
• Collection of facts
• School achievement
• Better with curriculum integration
• Areas narrowly defined
• The good life
• Cultures marginalized
• No unity to real life
• Deadening effect

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Afraid of Change

• Against network of elites
• Titles signify subject-areas
• Parents are reluctant
• Feel safe with what they know
• Professional identities
• math teachers, music teachers
• Conservative era
• Critics are afraid of the change

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Knowledge in an Integrated Curriculum

• Identify and organize themes
• Drawn from real-life
• Create activities
• Integrated to address theme
• Knowledge from the disciplines
• No subject lines

• Repositioning knowledge
• Context of theme
• Provides motivation
• More likely to be learned

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Beyond the Debate

• Curriculum integration centers the curriculum on
  life itself rather than on the mastery of
  fragmented information within the boundries of
  subject areas
• It serves the young people for whom the
  curriculm is intended rather than the specialized
  interests of adults. (Beane, 1995).

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Bibliography

• Beane, J. (1995). Curriculum integration and the
  disciplines of knowledge. Phi Delta Kappan,
  76,616622.