Postmodern and Existential/Psychoanalytical curriculum theory Essay

The price I had the most difficulty specify from the exercise were Postmodern and Existential/ psychoanalytic plan possibleness. I find that these theories fatigue a grade body which I interpret intellectually but consecrate difficulty imagining. In Scenario 6 (AIU, 2006) almost postmodernism where the instructor is discussing how engine room furthers cultural elitism, this would read a very advanced class of bookmans. It is an approach which would only really opposition 11th and 12th graders who have canvass history and understand cultural elitism.In addition, even if the students have studied the history, the temporal requires experience the students have only caught glimpses of. sure enough a discussion a humble above the students comfort zone would evanesce to critical thinking, but it runs the risk of this unguarded age using the belief that technology will somehow lead to conquering to stop them from seeing how it could lead to equalization of inequality. A postmodern approach would start out a special teacher and a special set of students to be effective.The business I had with the Existential/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 non be accurate, and it dos a dedicated teacher to take the necessary time to understand what focalization a student should take their potential. Students have great potential for galore(postnominal) diverse things from, for example, being great artists or activists or sports commentators.Teachers must examine their knowledge biases to make sure that they are not encouraging one potential over another due to cultural, sexual or racial biases and perceptions. Similarities and differences among theories. Walkers deliberative approach to political program schooling is like to a postmodern approach. In both approaches it is assumed that curriculum is mannequind by particular beli efs and value held by curriculum makers.For the deliberative approach these biases are extenuate by the makers open discussion of beliefs and values and attempt to come to neutral primer coat before designing the curriculum (Scenario 3). In postmodernism, the teacher allows the receivers of the curriculum to provide input on and conceptualize the effects 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 substitution tenant that students are individuals.However, Existential/ Psychoanalytical theory optimistically focuses on nurturing who the student will be in the hereafter (AIU, 2006, Scenario 7) while Tabas needs sagaciousness tends to focus on present deficiencies (AIU, 2006, Scenario 5). In contrast, the Autobiographical/Biographical theory focuses on how human differences in experience shape the develop mental journey from the present to the time to come (AIU, 2006, Scenario 4). Eisner is more Autobiographical in theory but focuses on providing the right prospect to learn rather than strict direction (AIU, 2006, Scenario 1).