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I largely agree with you here Sarah. The whole mursucciriculum is based upon very flakey mental fictions that continueto serve as gate-keeping formalities to protect a corrupted elite.Students who do well at these courses are adept at hoop-jumping,which is hardly a quality we want to be wholesale encouraging insociety. In fact, the whole K-12 curriculum is a brutal extensionof a bureaucratic power structure that serves to protect theinterests of the frightened few. I'm sure when the advocates ofthese syllabi are truly pressed to explain the justness of theirconstructions then an obvious amount of mental fictions andemotional illusions will be apparent. My own personal bugbear isthe English Syllabus, given that's the one I studied at university,and the one that I taught the most when I was teaching. Since whenis necessary that students who struggle with functional literacyhave to attend compulsory study of English literature (e.g.Shakespeare, Dickens, Austin, etc)? These texts are used more as ameans to organise systematic failure rather than systematicennoblement. At the very least, much like your music suggestion,English Literature should be a separate elective. English Literacyis more likely the subject that could take the compulsory position,and it should be an open, flexible, and tailored curriculum thatstruts the line neatly between relevant multi-discourse proficiencyand honouring the student's innate abilities and background. Ofcourse none of this is going to happen immediately, because tosuccessfully change the curriculum is to fully change the societyit is connected to. No current power structure is ready to let goof its fear, therefore those fictions and illusions will currentlyprevail. Some kids aren't dummies though. I remember studying highschool music, and really enjoying the pure theory part. High schoolcouldn't teach me what I really really wantedto learn, which was to be able to improvise but learning formaltheory helped me apply those abstractions to real life contextswhere certain music systems and ideas were needed to tease out aparticular vibe'. Kids do this, they realise that they'll do theminimum amount of hoop-jumping required and pour their focus intowhat really matters. Other kids don't do this, and they need awhole different approach. But overall, the current system is onebig mess.
2014-11-16 01:52
I largely agree with you here Sarah. The whole mursucciriculum is based upon very flakey mental fictions that continueto serve as gate-keeping formalities to protect a corrupted elite.Students who do well at these courses are adept at hoop-jumping,which is hardly a quality we want to be wholesale encouraging insociety. In fact, the whole K-12 curriculum is a brutal extensionof a bureaucratic power structure that serves to protect theinterests of the frightened few. I'm sure when the advocates ofthese syllabi are truly pressed to explain the justness of theirconstructions then an obvious amount of mental fictions andemotional illusions will be apparent. My own personal bugbear isthe English Syllabus, given that's the one I studied at university,and the one that I taught the most when I was teaching. Since whenis necessary that students who struggle with functional literacyhave to attend compulsory study of English literature (e.g.Shakespeare, Dickens, Austin, etc)? These texts are used more as ameans to organise systematic failure rather than systematicennoblement. At the very least, much like your music suggestion,English Literature should be a separate elective. English Literacyis more likely the subject that could take the compulsory position,and it should be an open, flexible, and tailored curriculum thatstruts the line neatly between relevant multi-discourse proficiencyand honouring the student's innate abilities and background. Ofcourse none of this is going to happen immediately, because tosuccessfully change the curriculum is to fully change the societyit is connected to. No current power structure is ready to let goof its fear, therefore those fictions and illusions will currentlyprevail. Some kids aren't dummies though. I remember studying highschool music, and really enjoying the pure theory part. High schoolcouldn't teach me what I really really wantedto learn, which was to be able to improvise but learning formaltheory helped me apply those abstractions to real life contextswhere certain music systems and ideas were needed to tease out aparticular vibe'. Kids do this, they realise that they'll do theminimum amount of hoop-jumping required and pour their focus intowhat really matters. Other kids don't do this, and they need awhole different approach. But overall, the current system is onebig mess.