Postmodern and Existential/Psychoanalytical curriculum theory Essay

The terms I had the most difficulty defining from the exercise were Postmodern and existential/ psychoanalytic broadcast possibleness. I name that these theories assume a class proboscis which I understand intellectually simply arrest difficulty imagining. In Scenario 6 (AIU, 2006) about postmodernism where the instructor is discussing how technology furthers heathenish elitism, this would require a very pass on class of bookmans. It is an come up which would nevertheless truly impact 11th and 12th graders who have analyse history and understand cultural elitism.In addition, even if the students have studied the history, the material requires have got the students have only caught glimpses of. Certainly a sermon a little above the students comfort govern would learn to critical thinking, but it runs the riskiness of this vulnerable age using the touch sensation that technology will somehow baksheesh to oppression to stop them from seeing how it could lead to equa lization of inequality. A postmodern draw close would take a special teacher and a special set of students to be effective.The problem I had with the experiential/Psychoanalytical theory of Scenario 7 (AIU, 2006) is that it assumes that you as a teacher really know a student. What a teacher observes of their student may not be accurate, and it takes a consecrate teacher to take the necessary cadence to understand what direction a student should take their effectiveness difference. Students have dandy potential for many diverse things from, for example, being great artists or activists or sports commentators.Teachers must visualize their own biases to make sure that they atomic number 18 not encouraging one potential over another due to cultural, inner or racial biases and perceptions. Similarities and differences among theories. Walkers deliberative approach to computer program victimization is similar to a postmodern approach. In both approaches it is assumed that curri culum is do by particular beliefs and values held by curriculum makers.For the deliberative approach these biases be mitigated by the makers open discussion of beliefs and values and attempt to come to immaterial ground before designing the curriculum (Scenario 3). In postmodernism, the teacher allows the receivers of the curriculum to post input on and conceptualize the effectuate of the curriculum before it is implemented (Scenario 6). The existential/Psychoanalytical approach, Hilda Tabas approach, Eisners approach and the Autobiographical/Biographical approach to curriculum development all share a central tenant that students are individuals.However, Existential/ Psychoanalytical theory optimistically focuses on nurturing who the student will be in the future (AIU, 2006, Scenario 7) while Tabas inescapably assessment tends to focus on give deficiencies (AIU, 2006, Scenario 5). In contrast, the Autobiographical/Biographical theory focuses on how human differences in exper ience shape the developmental journey from the chip in to the future (AIU, 2006, Scenario 4). Eisner is more Autobiographical in theory but focuses on providing the function opportunity to learn rather than severe direction (AIU, 2006, Scenario 1).