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CLIO and the Curriculum: History and the True Professional

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CLIO and the Curriculum: History and the True Professional Australian Journal of Teacher Education Volume 18 Issue 1 Article 4 1993 CLIO and the Curriculum: History and the True Professional Thomas A. O'Donoghue Queensland University of Technology Follow this and additional works at: https://ro.ecu.edu.au/ajte Part of the Curriculum and Instruction Commons, Social and Philosophical Foundations of Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation O'Donoghue, T. A. (1993). CLIO and the Curriculum: History and the True Professional. Australian Journal of Teacher Education, 18(1). http://dx.doi.org/10.14221/ajte.1993v18n1.4 This Journal Article is posted at Research Online. https://ro.ecu.edu.au/ajte/vol18/iss1/4 AlIslmlillll /ollnllll of TCllclicr Edllcnlioll AIIslrnlinll /0111'/101 o/Teacher Edllcnlioll CLlO AND THE CURRICULUM: HISTORY AND THE TRUE PROFESSIONAL specialism. During the 1960s and 1970s and, to a The historil7n IIIl1st I7h1'l7yS Ill' 011 the look-out for lesser extent, in the 1980s, this matter was tackled elelllellts of C~l1lthlllityJor illulllilll7ting pl7mliels Thomas A. O'Donoghue by focusing on individual areas and while the I7l1d C011lpanSOllS drmvn between one I7ge I7nd Queensland University of Technology validity of the arguments which were put I7nother I7nd olle country I7lld I7nother. - forward were largely above question, rarely was there an attempt to relate the arguments to each This approa7h helps. to broaden and deepen one's other and organise them into a comprehensive understandmg of Issues. It is within such a position. The remainder of this paper is offered as context that students can be introduced to the For many years the history of education had a The contemporary trend is towards what Stanley a starting point in the attempt which needs to be major curriculum views of significant thinkers prominent place as a subject in courses for the (1968: 228) back in the late 1960s termed "the cmft made to rectify the deficit and to curriculum developments in other education and training of teachers. At least three mentl7lity". Hitherto, the seeming order of societies. With careful preparation the tutor can priorities of teacher education courses put school major aspects are discernible in the history esta~llish pO.ints of contact between aspects of programmes in question: the ideas of the experience at the bottom of the list. Now an General Curriculum History curnculum Issues under consideration and the ideologues of the subject, the history of equally unbalanced si tua tion seemingly is In order t~ introduce some necessary parameters wider comparative world of curriculum thinkers institutions nourishing them, and a narrative emerging with the pressure to place school and curriculum issues in other societies. The study of education systems with the focus on Acts experience at the top of the list. Such is the into tl~e fl.el? which constitutes the history of educatIOn It IS useful to define the core of studies challenge is to be able to deviate where and "Great Men". One of the foci in each case pressure to limit work in professional education as consisting of "the field of on;l7llised appropriate, enter the wider comparative world, was the curriculum. By the late 1960s the subject largely to student teaching or even apprentice institutiolll7lised educl7tion forllls" (SimOl~, 1969: pr,:sent the fun~amentals of the comparative was so firmly entrenched in courses that Simon teaching that a view is gaining ground that an 126). The history of curriculum is a sub-area of pomts to be conSidered and return to the major (1969: 91) could argue as follows: adequate command of subject matter and the focus of considerations, leaving the student skills and techniques of teaching is all that study within this field. The first element in a course in the history of curriculum should be a s~fficiently motivated to want t~ go and read There is 110 lleed to IIll7ke 17 CIlse for the stUdl! of matters. This is coupled to the assumption that Wider about and around the comparative issue. the skills and techniques of teaching are readily general examination of the basic issues in the the history of eduClltioll I7S 1711 esselltil7ll7spect (if history of curriculum within one's own state the course offered 10 illlelldillg leachers. It hl7s identifiable and can be learned through It is important, of course, to highlio-ht for students apprenticeship. The implication is that all other while taking cognisance of similarities and 1011g beell I7ccepted I7S such ill 1Il0st colleges I7lld differences in developments in other states. ~hat it is not ~ecause there ~light be any basic problems of education are already solved or ~l11iversities I7nd is 17l1ll0St /lIlipcrsl711y tl711ght ill While the focus at all times should be the 111strumental spm- offs that they are being can be solved without the active participation of ItS 01011 right I7S pl7rt of the cducl7tioll course. curriculum, the relationship with the four other ~ncour~ged to ?evelop a sound grasp of the major the classroom teacher in the continuing debate. basic areas which are common to all educational Issues.111 the history of curriculum. Rather, they Within a few years, however, such an argument work (.Broudy, 1967: xii), namely, the aims of are ~emg encouraged to think historically I7bout At the same time, the classroom teacher in was no longer acceptable. Increasingly, it was educatIOn, teaching, organisa tion and curnculum so that they will be more sensitised being argued that just because something has Australia is increasingly returning to the administration, and teacher education, cannot be about their activities (King and Brownell, 1966: been studied and taught for a long time does not university to engage in further education, neglected. Furthermore, consideration would 157; ~eters, 1969: 70). There is also the argument mean that it should continue to be taught. The particularly through attendance at courses have to be given to the broader environmental that If teachers are to be considered professionals development of psychology and philosophy and leading to the M.Ed. degree. It is this area now social, economic and political context. In othe; then they should be capable of becoming their application to educational issues seemed to which has the greatest potential for the promotion words, the internal developments within the involved not simply in teaching their specialities approximate more to the everyday concerns of of the history of education and particularly the curriculum should be considered in their but "ill the pll7llllillg I7nd deterlllinl7tioll of the tot171 teachers while sociology and comparative history of curriculum. New post-graduate relationship to the wider world of physical and Progl'l7 11 11 I Il' (~f the school - ill deed of the totl7l programmes with curriculum specialisms are n education seemed to offer more valid climatic ~onditions, population movements, rdllClltiolll71 pl'Ogl'l711lllle o.f the Ill7tion (Stanley, 1968: perspectives than history on the workings of being developed and curriculum history tecl1l1010glcal changes, the structure of society, the 230). In order to be able to fulfil such a role, constitlltes one subject with a major contribution however, the teacher must be able to consider educational institutions and systems. e70nomy and the philosophical and religious Midwinter's (1970: 3) observation at the t(me also to make to the development of such a specialism views of society. Specific issues can be educational problems within a framework which demonstrates that the approach which as a serious area of academic pursuit. highlighted by referring to case studies. identifies "the rell7tionship of the school to the socil7l educational historians were taking did not help Furthermore, the potential quality of this Curriculum research within the domain of local order, I7nd the l7illlS, the orgl7llisl7tion I7lld the their cause: < contribution has been enhanced over the last h!sto~y is becoming increasingly popular and is curriClllu11l o.f the school in 17 pl7rticull7r socictlf" fifteen years because of the "great file" (Goodson, Yleldll1g a wealth of useful material for such a (Stanley, 1968: 230). It is arguable that curricult;m EdllCl7tiolll7l histon! is too oftcll studicd I7S 17 1985) of curriculum data produced through purpose. It is valuable also for illuminating an h.istorr h~s a major r?le t~ play in this respect series oflegisll7live el1l7ctlllcllts, with its studcnts empirical studies. This, of course, is not to ignore aspect of the history of curriculum which has sll1:e It gives educatlOnahsts a cognitive map jlllllpillgfrolll one Act (~fPl7r/il7l1lellt to the Ilcxt, Seddon's (1989: 2) contention that the research been neglected for many years, namely, the fact whICh allows them to locate a problem within like 1Il0llJ/tl7ill gollts,ti-olll peak to peak. that has been done on the history of curriculum in that in many societies in the past there have been some set of meanings. It can also, as Simon (1969: Australia needs to be identified in non­ significant regional variations in terms of the 126) points out: The outcome was that it is now rare to find curriculum sources and made more aCG:essible to nature and extent of curriculum provision even history of education, not to mention history of give a clearer picture of Australian curriculum where government regulations did not allow for .... tl7ke the stlldellt illto areas fl7r rel1loZ'ed frolll curriculum, being taught as a separate subject to history. Assuming, however, that the curriculum this to be the case. the c/l7ssrool1ll7lld ellcol/mge cOllcem with iuider student teachers. Indeed, thinking has changed historians have risen to this challenge in the fields o.f kllowledge which SllOlIld be the I11l7rk of to the extent of bringing about a situation where interim, what is now needed is an outline of the A comparative perspective should also be the tel7cher.
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