Curriculum as a continuous dialogue: the integrated curriculum as a

Curriculum as a continuous dialogue:
the integrated curriculum as a way to possibilities
Currículo como um diálogo contínuo:
o currículo integrado como alternativa para possibilidades
Mustafa Kinsiz1
(Akdeniz University)
Resumo: Neste trabalho, como currículo pode ser movido a partir do espaço tradicional, baseado na
especialização e no ensino temático para um mais holístico em que as fronteiras entre as disciplinas
são dissolvidas é discutido com exemplos específicos e assuntos de várias disciplinas escolares. O
currículo sugerido mostra que línguas nativas ou estrangeiras dos alunos e da própria linguagem como
disciplina serve como um meio de interação entre todas as partes e em todo o processo. Ao fazer isso,
os currículos multidisciplinares e interdisciplinares são introduzidos, discutidos e exemplificados na
conclusão da tarefa de propor um currículo integrado que pode ser usado nas escolas atuais.
Palavras-chave: currículo, multidisciplinaridade, interdisciplinaridade
Abstract: In this paper, how curriculum can be moved from the traditional space based on
specialization and subject-based teaching to a more holistic one in which the boundaries amongst the
subjects are dissolved is discussed with specific examples and subjects from various school subjects.
The suggested curriculum shows that native or foreign languages of the students and language itself as
a school subject serves as a medium of interaction among all of the parts and throughout the process.
While doing that, multidisciplinary and interdisciplinary curricula are introduced, discussed, and
exemplified in completion of the task of proposing an integrated curriculum that can be used in
contemporary schools.
Keywords: curriculum, multidisciplinary, interdisciplinary
1. Introduction
According to Oliva (1997), curriculum has many and multiple meanings among which
the following are the most important. As he suggests, curriculum is what is taught in schools
as subjects, the content of studies, a systematic sequence of courses, objectives of a course
work that is planned by means of tasks and activities, and finally what each learner learns
while experiencing schooling. When the traditional curriculum is considered, it can be seen
that curriculum almost always means “what is taught in schools.” Similarly, as Eisner (2002)
shows, a great part of schooling supports language and numbers at the cost of diminshing
other ways of thinking and doing among which the use of images and sounds is the leading
one. As he further explores, this traditional curriculum fosters ‘rational’ ways of knowing
rather than allowing for creative activities to flourish. This rational way of thinking is also
1
[email protected]
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compartmentalized in that students learn different courses in a separate way, often in a very
detached manner. However, when we consider real life, we may see that there is little room
for compartments in real life and individuals have to perform many tasks at any single
moment.
Unfortunately, specialization in one single discipline has been a common thread across
cultures in today’s world although “such practice is known to result in the narrowing of the
expert’s horizons” (User, 2005: p. 153). In such a practice, the lawyer knows the law, the
medical doctor knows the illnesses, the artist knows her canvas or rhythm, the teacher knows
what she is to teach and the worker knows how to use the machine with which she works.
These individual members may know what is required in their specific job to perform the job
to which he or she is assigned. However and equally important is the fact that there exists
social, economic, and ideological effect of what one is entitled to do which is represented in
the end work (product) as well as throughout the process of completing a job. In all these
processes, language becomes an important medium through which various phenomena are put
together and connected.
Integrated curriculum was born out of a dialogue discussing the success of traditional
curriculum in a way to challenge our teaching practices. Palow (1999) for example, by
measuring 62 university level students’ performance in an algebra course, challenged the
well-established assumption among mathematics instructors that being successful in
arithmetic is necessary for the learning of algebra and found that performing well in
arithmetic has little to do with the ability to perform well in algebra. He concluded that an
integrated curriculum would serve well for the needs of the students who have hard time in
learning mathematical concepts.
Integrating curriculum is not found to be necessary in mathematics or sciences only. In
opposite direction, foreign language teaching has been studied in terms of applying integrated
curriculum practices in to the teaching of foreign languages. Murdoch (1998), for example,
argues that skills, values and understandings are most successfully taught within meaningful,
connected contexts, suggesting that every and all parts of learning opportunities should be
connected to attain a higher degree of learning.
As Drake (1993) argues, developing an integrated curriculum is not an easy task and
educators have to decide on how to begin the process of moving away from ways for planning
curriculum in a traditional manner and in this process, three basic methods are employed to
bring forward what we call “integrated curriculum.” These methods are, namely,
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multidisciplinary, interdisciplinary, and transdisciplinary curriculum each of which comes
with differing teaching and learning strategies.
In this paper, how curriculum can be moved from the traditional space based on
specialization to a more wholistic one is discussed with specific examples and subjects from
various school subjects. The suggested curriculum making process shows that native or
foreign languages of the students and language itself as a school subject serves as a medium
of interaction among all of the parts. While doing that, multidisciplinary and interdisciplinary
curricula are introduced, discussed, and exemplified under the term “integrated curriculum.”
2. Integrated Curriculum
Literature on the relationship between curriculum and student success has shown that
educating students via an integrated curriculum is most probably a denominator of an increase
in intellectual curiosity, developing a more positive attitude towards education, and greater
achievement in one’s university education (Kain, 1993). As Beane (no date) articulates,
interdisciplinary curriculum is an umbrella term used to combine two or more disciplines of
knowledge and interdisciplinary curriculum design starts from particular disciplines and uses
them to create new fields such as Art History or Environmental Studies. In such an activity, as
he further acknowledges, individual disciplines are necessary, but not alone sufficient.
The difference between multidisciplinary and interdisciplinary is that in the former,
the expert knows her field and with the rest of the members she uses the knowledge of her
own field, as the others do, to solve a problem. However, in the latter, “methods or knowledge
of one discipline is purposefully used to perform a task in another discipline” (User, 2005: p.
155). In either case, multidisciplinary and interdisciplinary activities necessitate collaboration
which is now becoming a norm in many fields of business as well as academic lives.
Educational theory and practice must recognize the value and pressing existence of
multidisciplinary and interdisciplinary nature of life in today’s world. In van den Besselaar
and Heimerick’s (2001) words, interdisciplinarity is important “as modern society
increasingly demands application-oriented knowledge, and the usability of scientific
knowledge generally requires the combination and integration of knowledge form various
scientific disciplines.” As Burns (2005) acknowledges, children’s books are valuable tools
and stepping stones for teaching in an interdisciplinary way. Although mathematics seems
like a distant friend of children’s books, a closer look may show that:
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contexts can also be created from imaginary situations, and children's books are ideal starting
points for classroom math lessons. After reading Eric Carle's Rooster's Off to See the World
(Simon & Schuster, 1991), for example, ask children if they can figure out how many animals
went traveling. Or ask children to follow the calculations in Judith Viorst's Alexander, Who
Used to Be Rich Last Sunday (Simon & Schuster, 1978), and figure out how Alexander spent
his money.
3. Examples to integrated curriculum
Although there are numerous examples to teaching and learning contexts that can be
created in the classroom, some examples can help us understand what an integrated
curriculum might include. Özdemir and Üstündağ (2007) worked with students who
researched about and then dramatized the life stories and contributions of famous scientists. In
this process, students were asked to choose scientists and read their life stories so that they
prepare dialogues to exemplify their life experiences as scientists. Furthermore, Çelen and
Vural’s (2009) study revealed that use of drama in Foreign language teaching had a positive
effect on the academic achievement of 4th grade students. Results of all of these studies
articulated that drama works as a powerful stimulator as well as an interesting activity with
which students eagerly manipulate and grasp the topic under study. As can be seen in these
examples, drama is used as a part of curriculum integration, although a minor and task-based
one, in a way to increase student success.
Fundamental suggestions to transform traditional curriculum into an integrated one are
given below. Also, a sample mind-map showing a summary of the teaching of “colors” in an
integrated was is given in Figure 1.
Every bit of knowledge that is not connected to another one such as the previous ones
are easily forgotten.
Students’ background knowledge, as was discussed in relation to the Schema Theory,
should form the basis of all instructional processes.
Experimentation in methods and activities is essential throughout the curriculum
preparation and application process.
In all processes and steps, brain storming is widely practiced.
Even what one might call “silly” or “awkward” connection can be meaningful in
contexts where students with different qualities, backgrounds, and learning ways
coexist.
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Curriculum designers and teachers move from the smallest bit to the larger whole
although in a rather comfortable manner without pushing the students to think and act
in similar ways.
Geography: Meanings of
colors on the map
Geography: Meanings of
colors on the map
Foreign Language: Names
of colors
Colors
Social Studies/
Psychology: Colors and
moods
Science: Rocks and
minerals and their colors
Arts: Using colors in
painting
Native Language: Creative
writing by using colors
Figure 1: An example to the teaching of “colors” through integrated curriculum
Example 1: Subjects integrated: Geography, Mathematics, Arts, Native or Foreign
Language
Following activities can be done to make the learning of “mapping” and “clustering”
in a more meaningful way:
Students discuss and learn about the types of maps and represent them in clusters.
By using the information given on the maps, students categorize and study, in the
mathematics class, how certain points can be put into clusters such as the mountains,
rivers, oceans, lakes, hills, countries, forests, etc.
In the arts classroom students freely prepare their own creative maps.
In their native or foreign language, students report their findings or models to their
friends.
Example 2: Subjects integrated: Physical Education, Sciences and Native or Foreign
Language
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The Physical Education teacher shows, exemplifies, and asks students to perform
certain sports activities such as shot put, jumping, and diving while emphasizing the
importance of healthy nutrition. The sciences teacher, on the other hand, delivers the content
of weight and mass. Then, all students discuss and measure the mass and weight of those
eating in a healthy manner and those who do not in relation to their abilities in certain sports
activities taught by the Physical Education instructor. In the Native or Foreign Language
classroom, students learn more about how to write and talk about mass and weight including
their abbreviated forms.
Example 3: Subjects integrated: Mathematics, Physical Education and Foreign
Language
Mathematics, Physical Education and Foreign Language teachers decide on
collaborating in the teaching of numbers. Mathematics teachers deliver the content of
numbers in their class hours by teaching their students counting. The Physical Education
teachers use the numbers learned while teaching pupils how to walk in a row or while playing
ball games. While doing that, they cooperate with Mathematics teachers to develop an
understanding of numbers and actions. At last, the foreign language teachers deliver the
content of numbers in the foreign language by cooperating with the Physical Education
teachers by repeating the same actions such as walking or playing ball games, this time in the
foreign language.
Example 4: Subjects integrated: Physical Sciences, History, Arts, Native or Foreign
Language
Physical Sciences teachers deliver the content of how the Earth was formed while the
history teacher work with students to understand how human cultures have evolved in history
through the ages of Stone Ages. By using various visual materials and encyclopedias, arts
teachers, in cooperation with the teachers of other two subjects, work with students to prepare
posters, plans, drawings or models made of clay to visually represent how the Earth was
formed and how human cultures have evolved while students report their work in their Native
or Foreign Language classrooms. As Shin (2006) and Picket (1988) rightly write, students
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should be supplemented with activities that have lots of coloured visuals so that their interests
are raised.
Example 5: Subjects integrated: Psychology, Arts, Native or Foreign Language
Psychological illnesses such as mental health problems have always been a part of the
Psychology curriculum. Although it has a direct effect in human life, this topic is often taught
in a very dry manner by using book knowledge of what id directly an important and lived
experience of human beings. In an integrated curriculum practice, the psychology teacher
cooperates with the Arts teachers to make the learning of mental health problems more
meaningful. While the psychology teacher delivers the content of mental problems, Arts
teachers share the work of some artists with well- known mental problems, such as those by
Van Hogh. In the Native or Foreign Language class, the students read, discuss, and write
about these topics. Ideally, students will read literary texts by or about people with such
disorders.
4. Conclusion
Brazee and Capelluti (1993) argues that changing curriculum is a difficult process
largely because the task itself requires changing teachers’ and educators’ beliefs about what
and how curriculum should be like and hence, much research is needed before, during, and
after any curriculum changing process. As Satchwell and Loepp (2002) agrees that
implementing an integrated curriculum is demanding process because it requires teachers and
administrators working together in such an integration the process of which requires shared
planning time which is extremely difficult to manage in schools. Other issues that affect
implementation are scheduling, classroom space (including storage), the teachers' classroom
management skills, and the ability of teachers to make the transition to constructivist
pedagogy. Özen (2001) argues that because there is fast change in individuals’ roles during
their professional time, it is sometimes difficult to get by with such changes. As such,
language as a medium becomes of utmost importance because through language individuals
speak about and form their beliefs. Hence, the language used about curriculum and schooling
must be ready to change before any curriculum change is to occur.
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As van den Besselaar and Heimerick’s (2001) articulate, “interdisciplinary and
transdisciplinarity modes of knowledge production often are not very much dependent on
traditional disciplines. The relations are bi-directional and symmetrical, similar the sciencetechnology relationship, as in the cases of ‘artificial intelligence’ and ‘information science.”
Therefore, there appears to be a place for creativity and continuous action in order to perform
well above what traditional disciplines have offered so far. As such, educational theory and
practice should spare time, energy, resources, and activity to grow what interdisciplinary and
transdisciplinarity modes of knowledge production may offer to the world of education. Such
synergy will also bring a robust spark of energy into classrooms because as Parkinson and
Thomas (2000: p. 6) state, learners should make a variety of kinds of decision making
processes as they learn such as quitting a boring text and choosing a non-traditional text type
such as an electronic web site or film. Hence, when an integrated curriculum is practiced, it
will involve a variety of tasks and modes in which students will be responsible for choosing
the most suitable type of activity or text type that is of their interests.
Here are some further practical rules and suggestions that can help teachers and
curriculum planners while designing and delivering school content through as an integrated
curriculum:
Connecting bits of similar courses such as History and Geography, and Mathematics
and Sciences should be the first step in designing a multidisciplinary or
interdisciplinary curriculum in an integrated way. However, from these closer
connections one must move towards those subjects that are farther such as Arts and
Foreign languages.
Although pieces are connected first, in the long, the major is to create a curriculum in
which all subjects are connected in a way that subject differences dissolve whereas
concepts and issues becomes the units of study rather than the subjects.
Teachers from different subjects cooperate throughout the process of integration.
As mentioned before, educators, administrators, and teachers must change the
language with which they form their beliefs about curricula by and large in order to
create a successful cooperation that is fundamental to integrated curriculum. In that
sense, terms such as success, student interest, assessment, etc., must be given
additional or new meanings so that integration results in a renewed theory and practice
of curriculum.
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This paper has included some ideas to give examples to what can be done in
curriculum and course development from an interdisciplinary and multidisciplinary
perspective. It was presumed in this paper that when the fake boundaries between and
amongst school subjects are diminished, more wholistic and meaningful learning will most
likely to occur. Hence, any theory or application that is argued to be conducive to learning
should be included in any integrated curriculum attempt. Such theories or applications may
include humanistic learning, theory of multiple intelligences, active learning, blended
learning, and constructivism. It is hoped that such papers will help giving ideas and energy to
develop curricula and courses that can direct education in the 21st century.
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Recebido em 23/10/2010.
Aprovado em 02/12/2010.
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