Elliot Eisner

 What is meant by 'curriculum'? "Elliot Eisner"

 

One notable stop in the article is the discussion on the difference between the explicit and implicit curricula in schools. The explicit curriculum comprises the formal subjects and goals outlined in educational materials, such as sciences, arts, and physical education. In contrast, the implicit curriculum encompasses the unspoken lessons that students learn from the school environment, such as social norms, values, and behaviors. This distinction is crucial as it highlights how students are not just absorbing academic content but also developing social skills and expectations through their interactions and the school’s culture. Another significant stop is the emphasis on the cognitive processes taught in schools, which often neglects nonverbal and creative modes of thinking. The article argues that education predominantly focuses on logical and linguistic reasoning while sidelining other forms of cognition, such as visual and metaphoric thinking. This limited view can inhibit students’ intellectual growth, as it fails to recognize the full range of human thought processes, which are essential for holistic learning and problem-solving.

 

The article expands our understanding of 'curriculum' by emphasizing the importance of both what is taught and what is omitted in educational settings. The mandated BC Provincial Curriculum, which outlines specific learning outcomes, connects with Eisner's ideas by acknowledging the necessity of diverse intellectual processes beyond traditional cognitive skills. Eisner advocates for a broader conception of education that includes the arts and other non-discursive forms of thinking. This aligns with the article's argument that effective curricula should not only deliver content but also nurture various modes of thought, fostering a more inclusive and enriching educational experience. By integrating these broader perspectives, educators can better prepare students for the complexities of real-world challenges.