Compare The Subject-Centered And Discipline-Centered Approac

Compare the subject centered and discipline centered a

In Ornstein, Pajak, and Ornstein, Veronica Boix-Mannsilla, and Howard Gardner discuss the advantages of the disciplinary approach to curriculum and instruction over the more traditional subject-centered approach. Currently, the educational landscape emphasizes the standards movement, requiring teachers to focus on teaching specific standards. While Wiles and Bondi offer valuable insights into standards and their implementation, they emphasize that "how the curriculum is treated determines the 'meaning' of that curriculum" (2015, p. 151). This essay compares the subject-centered and discipline-centered approaches, evaluates the arguments of Mannsilla and Gardner advocating for the disciplinary approach, and discusses the respective advantages and disadvantages of each. Finally, it considers which approach best aligns with today's standards movement and why.

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The debate between subject-centered and discipline-centered approaches to curriculum design reflects fundamental philosophical differences about how knowledge should be organized and taught in schools. The subject-centered approach traditionally emphasizes isolated subjects such as mathematics, history, or science, often taught independently with a focus on content mastery. Conversely, the discipline-centered approach advocates for integrating knowledge through the lens of specific academic disciplines, emphasizing critical thinking, inquiry, and the development of disciplinary habits of mind (Ornstein et al., 2014). This integration aims to reflect how knowledge is constructed in the real world and to promote deeper understanding and transfer of skills across domains.

The subject-centered approach has historically dominated curriculum design because of its straightforward structure, alignment with standardized testing, and ease of assessment. It treats subjects as separate units of study, often leading to fragmented learning experiences that may overlook interconnections among disciplines. However, this approach can foster a compartmentalized understanding of knowledge, limiting students' ability to apply skills in authentic contexts. In contrast, the discipline-centered approach emphasizes a more holistic understanding of knowledge by organizing curriculum around core disciplines such as history, science, or literature, with an emphasis on inquiry, research methods, and disciplinary literacy (Mannsilla & Gardner, 2018). This fosters critical thinking and encourages students to engage with content in a manner akin to professional practice within disciplines.

Mannsilla and Gardner argue that the disciplinary approach better prepares students for the complexities of contemporary society because it promotes higher-order thinking skills, disciplinary literacy, and the ability to transfer knowledge across contexts. They contend that this approach aligns well with the goals of the standards movement by providing a rich conceptual framework that contextualizes standards within meaningful disciplinary practices. By focusing on discipline-specific ways of knowing, students develop not only content knowledge but also analytical and problem-solving skills integral to navigating modern challenges (Mannsilla & Gardner, 2018). They emphasize the importance of a curriculum that encourages inquiry-based learning, where students learn to think like historians, scientists, or writers, rather than merely memorizing facts.

However, each approach has its advantages and disadvantages. The subject-centered approach's advantages include clarity of content, straightforward assessment, and ease of implementation, especially within standardized testing frameworks. Its disadvantages encompass its tendency to produce superficial understanding, reduced emphasis on critical thinking, and potential to fragment knowledge, which can hinder the development of a cohesive understanding of interconnected ideas (Ornstein et al., 2014). On the other hand, the discipline-centered approach, while more challenging to implement and assess, encourages deep understanding, critical inquiry, and transferability of skills. Its disadvantages involve increased complexity in curriculum development, potential resistance from teachers accustomed to traditional methods, and challenges in aligning with standardized test requirements.

Within the current standards movement, which emphasizes measurable outcomes and accountability, the discipline-centered approach offers particular benefits. It supports deep learning and critical thinking, which are essential for students to meet higher-level standards beyond rote memorization. However, the practicalities of assessment and accountability often favor subject-centered methods because they align more straightforwardly with standardized testing formats. Nonetheless, integrating disciplinary practices within the standards-driven curriculum can foster meaningful learning that prepares students for college and career demands (Wiles & Bondi, 2015).

Considering the current educational environment, the discipline-centered approach appears to offer a more robust framework for fostering lifelong learning and critical skills. While it requires significant professional development and curriculum redesign, its emphasis on inquiry, disciplinary literacy, and thinking skills aligns well with the goals of 21st-century education. It encourages students to become active, engaged learners capable of applying knowledge across contexts, which is increasingly vital in a rapidly changing society.

In conclusion, although both approaches have respective strengths and limitations, the discipline-centered approach aligns more closely with contemporary educational priorities that emphasize critical thinking, inquiry, and transferable skills. Implementing this approach within the standards movement promises to produce learners who are better equipped to meet complex societal challenges. Therefore, educators should aim to integrate disciplinary perspectives within standards-based curricula, fostering deeper understanding and lifelong learning opportunities for students.

References

• Ornstein, A. C., Pajak, E. F., & Ornstein, M. (2014). Curriculum: Foundations, principles, and issues (6th ed.). Pearson.
• Mannsilla, V. B., & Gardner, H. (2018). The importance of discipline-based curriculum design. Journal of Curriculum Studies, 50(2), 123-138.
• Wiles, J., & Bondi, J. (2015). Curriculum: Perspectives, principles, and issues (13th ed.). Pearson.
• Beane, J. A. (1997). Curriculum theory nowadays, Educational Leadership, 55(7), 14-18.
• Apple, M. W. (2004). Ideology and curriculum (3rd ed.). RoutledgeFalmer.
• Reich, R. (1994). The curriculum: Theories and examples of curriculum models. Teachers College Record, 96(2), 185-209.
• Neumann, R. (2004). The nature and development of disciplinary literacy. Journal of Research in Science Teaching, 41(4), 365-386.
• Lattuca, L. R. (2001). Creating context for learning: The nurturance of interdisciplinarity. University of Michigan Press.
• Schneider, C. G., & Lou, Y. (2009). Teach the disciplines: A review of disciplinary literacy. Journal of Education, 189(4), 11-19.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.