The Chinese University of Hong Kong

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The Chinese University of Hong Kong Hong Kong
Institute of Educational Research MCLS
6508 Selected Topics in Liberal Studies TSANG,
Wing Kwong wktsang_at_cuhk.edu.hk http//www.fed.cuhk
.edu.hk/wktsang/
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Which Topics?
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??? 2013?8?30?
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Is LS Worthy of the Status of Core Subject in
NSSC The Curriculum of the Future
??? ??? ???
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MCLS 6508 Selected Topics in Liberal
Studies Lecture 1 In Search of the Meanings
Pedagogical Knowledge Practice for a
Curriculum of the Future
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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Michael Young in his book The Curriculum of the
  Future (1998) makes a distinction between
  curricula of divisive specialization and
  connective specialization in analyzing the
  curricular structure of post-compulsory and
  A-level education in England and Wales

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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Curriculum of divisive specialization
• It refers to curriculum in post- compulsory
  education which corresponds with the mode of
  production of Fordism, which bears the following
  features
• Rigid insulation between manual and non-manual
  labor
• Rigid sectional form of divisive specialization
  among occupational and professional groups
• Complex division of labor into mechanical,
  repetitive and observable motions
• Separation between conception and execution of
  work
• Strict hierarchical structure of delegation of
  authority and line of commands

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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Curriculum of divisive specialization
• In connection to the mode of production of
  Fordism, the curriculum of in post-compulsory and
  A-level education is organized in the form of
  what Young called "divisive specialization"
• Sharpe separation between academic study and
  vocational training
• Sharpe division among curricular streams, such as
  science, humanities and social study
• Selective and exclusive rather than participating
  and inclusive education system
• Inflexible in movement and transferring between
  divisions and streams
• Exaggerate differences between high low
  prestigious institutions and programs

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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Curriculum in connective specialization
• It refers to curriculum, which Young advocates
  would be advantageous to the labor formation of
  the economy of the 21st century, which bears the
  following structural attributes
• Flexible specialization of production and greatly
  decrease the division between manual and
  non-manual labor both in scale and scope
• Sectional specialization was replaced by
  corporate specialization, which encouraging
  vertical integration among different occupational
  and professional groups within corporations.
• New information-based technology replacing
  mechanical and repetitive motions of human labor

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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Curriculum in connective specialization
• ..the labor formation of the economy of the 21st
  century..the following structural attributes
• Human-centred organization and flatter management
  structure
• Interactively integration between conception and
  execution of work in models such as quality
  circles, quality terms, learning community

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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Curriculum in connective specialization
• In relation to the mode of production of
  post-Fordism, Young suggests that school
  curriculum for the 21st century should be in the
  form of connective specialization
• Connective specialization as a curriculum
  concept it points to the interdependence of the
  concept, processes, and organization of
  curriculum. As definition of educational purposes
  it seeks to transcend the traditional dichotomy
  of the educated person (academic and
  non-manual) and the competent employee
  (vocational and manual) which define the purposes
  of the two tracks of a divided curriculum.
  (Young, 1998, p. 78)

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In Search of the Meanings and Values for LS in
NSSC The Curriculum of the Future

• Curriculum in connective specialization
• school curriculum for the 21st century should
  be in the form of connective specialization
• It therefore "provides the basis a very different
  curriculum for the future" which he terms
  "connective specialization". "Such a curriculum
  would need to build on and give specificity to
  the principles of
• breadth and flexibility
• connections between both core and specialist
  studies and general (academic) and applied
  (vocational) studies
• opportunities for progression and credit transfer
• a clear sense of the purpose of the curriculum as
  a whole." (Young, 1998, p. 79)

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Curriculum of the Future The Nature of LS in
NSSC

• Liberal Studies as connective-specialization
  curriculum in NSSC in HKSAR

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Curriculum of the Future The Nature of LS in
NSSC

• Comparison of the definitive features of Liberal
  Studies traditional school subjects

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Liberal Education for Informational-Knowledge Age
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Liberal Education for Informational-Knowledge Age

• Problems confronting liberal education in
  knowledge society Four trends have changed the
  problem of liberal education beyond recognition
  in recent decades
• knowledge is growing so rapidly and
  uncontrollably that the very idea of an
  all-round (or general) education is coming to
  seem unfeasible
• nonetheless, it seems increasingly obvious that
  knowledge skills of some kind are essential in a
  society where knowledge work has become the
  most productive and highly remunerated kind of
  work
• moreover, it seems clear that these knowledge
  skills, whatever they are, cant be confined to
  an elite, but must be imparted to everyone

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Liberal Education for Informational-Knowledge Age

• Problems confronting liberal education in
  knowledge society Four trends have changed the
  problem of liberal education beyond recognition
  in recent decades
• ..
• in a pluralist society, the old classical model
  of learning knowledge skills (illustrated for
  example by European elite education) is
  challenged by some groups in society who reject
  the culture in which such education has been
  embedded. (Henderson and Smith, 2002, p. 1)

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Liberal Education for Informational-Knowledge Age

• Carl Bereiter in his book entitled Mind and
  Education in the Knowledge Age (2002) suggests
  that there are two conceptions of the mind

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Liberal Education for Informational-Knowledge Age

• Carl Bereiter in his book entitled Mind and
  Education in the Knowledge Age (2002) suggests
  that there are two conceptions of the mind
• Mind as container The traditional conception of
  the mind is metaphorically pictured as a
  container or a file cabinet, which store all the
  information and knowledge a person received from
  her environment.
• Mind of connectivity Bereiter asserts that it is
  evidenced in cognitive studies that human mind
  does not simply receive and store information and
  knowledge. It will make intelligent and
  understanding connection about them.

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Liberal Education for Informational-Knowledge Age

• Berieter asserts that the connectivist conception
  of the mind is essential to the education in the
  knowledge age. IT is because
• In knowledge age, information and knowledge
  increase so rapidly in both quality and quantity
  that it is unrealistic to expect a human mind to
  store this ever growing volume of knowledge.
• In knowledge society and attention economy, the
  most productive work has been attributed to the
  knowledge work, which in essence means exactly
  the capacity to make creative, intelligent and
  relevant connectivity about seemingly diversified
  information and knolwegde.
• Berieter also suggests that in cognitive studies
  of deep understanding and mastery of sophisticate
  skill, it is found that the mechanism working
  behind these high-level sense making is the
  capacity to make intelligent and relevant
  connectivity about the seemingly complicated
  situation.

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Liberal Education for Informational-Knowledge Age

• Conception of knowledgeability
• Karl Poppers conception of World 3 Berieter
  makes reference with Karl Popers conception of
  three world of knowledge
• World 1 It refers to knowledge about the
  physical world, which could be created by all
  animals whose nervous systems have some requisite
  degree of complexity.
• World 2 It refers to knowledge about the
  subjective and mental world, which could mind
  mainly be created by human species.
• World 3 It refers to knowledge about ideas and
  what Berieter call conceptual artefacts.

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Liberal Education for Informational-Knowledge Age

• Conception of knowledgeability
• Carl Bereiter depict his conception of conceptual
  artifact as follow.
• Such as conceptual artifact is the kitchen
  recipe. Recipes have a life outside the minds of
  people who know them and outside the embodiments
  in printed form. We speak of recipes being handed
  down from generation to generation, undergoing
  modification, splitting into various versions.
  (Berieter, 2002, P.3)

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Liberal Education for Informational-Knowledge Age

• Conception of knowledgeability
• Carl Berieters concept of knowledgeablity With
  reference to Berieters conectivist concept of
  mind and coneptaul artifact (i.e. Poppers
  concept of World 3) Berieter coins the concept of
  knowledgeability. It refer to the capacity of the
  human mind in making intelligent and creative
  connections with knowledge and in making use of
  conceptual artefacts in handling ideas,
  propositions, hypotheses, and various forms of
  abstract thinking about the World 3.

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Liberal Education for Informational-Knowledge Age

• Conception of knowledgeability
• Accordingly, Berieter suggests that education for
  the knowledge age is the effort to enculturation
  human mind into world 3 and the community of
  knowledge workers, who are working skillfully
  with conceptual artefacts in a respective field
  and/or discipline, and can creatively and
  intelligently make connectivity about
  informations, ideas, concepts, theories,
  perspectives, or any other kinds of conceptual
  artefacts. Berieter summarize his approach of
  education in juxtaposition with traditional
  approach of education as follow

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In Search of Pedagogical Knowledge Practice of
LS

• Pamela Grossmans conception of teacher knowledge
  (1990)
• Subject matter knowledge
• General pedagogical knowledge
• Knowledge of context
• Pedagogical content knowledge

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In Search of Pedagogical Knowledge Practice of
LS

• Lee S. Shulmans conception of categories of
  knowledge base (1987)
• Content knowledge (or subject matter knowledge)
• General pedagogical knowledge
• Curriculum knowledge
• Pedagogical content knowledge
• Knowledge of learners and their characteristics
• Knowledge of educational contexts
• Knowledge of educational ends, purposed and
  values, and their philosophical and historical
  grounds

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In Search of Pedagogical Knowledge Practice of
LS

• Morine-Dershimer and Kents conception of
  teachers pedagogical knowledge
• Pedagogical content knowledge

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Assessment Procedures, Evaluation of Outcomes
Educational Ends, Goals, Purposes and
Values
Pedagogical Knowledge
Curriculum Knowledge
Knowledge of Learners Learning
Content Knowledge
Pedagogical Content Knowledge
Knowledge of Specific Contexts
Knowledge of General Educational Contexts
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In Search of Pedagogical Knowledge

• Morine-Dershimer and Kents conception of
  teachers pedagogical knowledge
• Pedagogical content knowledge
• Teachers reflections on pedagogical knowledge

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Instructional Models and Strategies
Classroom Management and Organization
Classroom Communication and Discourse
General Pedagogical Knowledge
Context Specific Pedagogical Knowledge
Reflection
Personal Pedagogical Knowledge
Personal Practical Experiences
Personal Beliefs/ Perceptions
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Continuous non-standardized assessment Aim at
nurturing Critical Thinking
Assessment Procedures, Evaluation of Outcomes
Educational Ends, Goals, Purposes and
Values
Modularized, issue-based, connective
integrative structure, and Inquiry-oriented
Issue inquiry approach with hyper-texts
Pedagogical Knowledge
Curriculum Knowledge
Learners habitualized in banking-oriented
education
Knowledge of Learners Learning
Interdisciplinary knowledge of weak classification
Content Knowledge
Pedagogical Content Knowledge
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Examination-oriented classroom and school
contexts
Knowledge of Specific Contexts
Knowledge of General Educational Contexts
Liberal general education in knowledge Society
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Which Topics?

• The Curriculum of the future The Meanings and
  values of LS for the future citizens of HKSAR
• Issue Enquiry Approach (IEA) The political
  essence in the curriculum pedagogy of LS
• Critical Thinking (CT) The radical interest in
  the curriculum pedagogy of LS
• Independent Enquiry Study (IES) .

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MCLS 6508 Lecture 1 In Search of the Meanings and
Pedagogical Knowledge Practice for a
Curriculum of the Future END