Choices

It was documented by Discovery Channel that while some people thrive in situations where they are spoilt for choice, many experience stress when faced with too many choices and functions better when choices are limited.

The multi-definition of what a curriculum is, as discussed in today’s class, similarly evoked in me a certain amount of stress and distress that among my peers and colleagues there is apparently no consensus or common understanding as to what “curriculum” is. Is it a body of knowledge that must be taught, or processes that students should master, or is it a set of products students must be capable of producing?

Given the limited resources, particularly time, it is no wonder teachers tend to focus on just one of these three broad areas. But one wonders if this does justice to the students we are in charge of. Are we short-changing them when we focus on one area and not the other?

Similarly, the many models of curriculum based on different pedagogical theories present a dilemma to me. Which one is best? What is best? Which model is best suited to what situation? Once again, a heavy responsibility weighs on us as professionals given charge of the education of the next generation. Will it work? What if there is a wrong call?

This appears to be the case when the Communicative Method was touted as the way to go in language teaching. But now, with enough hindsight, we see an entire generation lost as far as accuracy in the language is concerned. Being one from this generation which was never taught grammar explicitly, I continue to feel handicapped when using the language. This is a sober reminder of the seriousness of the task of developing a curriculum that has a lifelong impact on the lives of an entire generation under our charge.