TMN3706
ASSIGNMENT 2
Discuss the following subthemes with relevant classroom examples
under planning social sciences lessons.
1.11 ideology
Political parties embody a range of ideals covering government,
economics, education, healthcare, foreign policy, and more. The ways
that political parties differ from each other are referred to as ideological
differences. Political ideology impacts one's beliefs about the role of
government in society.In general, ideologies are belief systems that offer the
ethical foundations upon which judgments regarding real-world educational
issues are made. Curricular ideologies are in some respects derived from
worldviews that could be referred to as Weltanschauungen.
Furthermore, ideologies operate in much more subtle ways. They frequently
express themselves in ways that infer or suggest rather than express directly
what is educationally significant and what should be covered in the school
curricula, rather than making their viewpoints on crucial educational issues
known. For instance, the phrase "gaining back our competitive edge in a world"
is used to argue for certain educational goals whenever the language of
industrial competitiveness is used. The idea of a school's mission is gradually
molded in terms of industry. As a result, the school is seen as a company that
creates a product—a student—whose knowledge and abilities must meet the
same sorts of criteria and quality control requirements as those that are used for
other industrial goods.
Children in the same age group are placed in the same grade in schools,
and this system of age-grading remains constant as students go through
the system. To be a high performer requires learning the material for the
grade, which is a requirement for advancement to the next level, which is
reinforced by this system of school organization. The assumption that
information is fixed and organized, that smart people hold it, that books
include it, and that the purpose of education is to transmit it in an orderly
manner are all reinforced by this.
Early grade curriculum-focused assignments and topics are also
educational in ways that go well beyond their initial intent. Two examples
of tasks governed by rules are spelling and math.
Such assignments demonstrate to kids that their most significant
schoolwork has a single, accurate solution, that the teacher is aware of
this solution, and that their main duty as pupils is to discover the right
answer. The environment that the school cultivates does not place a high
ASSIGNMENT 2
Discuss the following subthemes with relevant classroom examples
under planning social sciences lessons.
1.11 ideology
Political parties embody a range of ideals covering government,
economics, education, healthcare, foreign policy, and more. The ways
that political parties differ from each other are referred to as ideological
differences. Political ideology impacts one's beliefs about the role of
government in society.In general, ideologies are belief systems that offer the
ethical foundations upon which judgments regarding real-world educational
issues are made. Curricular ideologies are in some respects derived from
worldviews that could be referred to as Weltanschauungen.
Furthermore, ideologies operate in much more subtle ways. They frequently
express themselves in ways that infer or suggest rather than express directly
what is educationally significant and what should be covered in the school
curricula, rather than making their viewpoints on crucial educational issues
known. For instance, the phrase "gaining back our competitive edge in a world"
is used to argue for certain educational goals whenever the language of
industrial competitiveness is used. The idea of a school's mission is gradually
molded in terms of industry. As a result, the school is seen as a company that
creates a product—a student—whose knowledge and abilities must meet the
same sorts of criteria and quality control requirements as those that are used for
other industrial goods.
Children in the same age group are placed in the same grade in schools,
and this system of age-grading remains constant as students go through
the system. To be a high performer requires learning the material for the
grade, which is a requirement for advancement to the next level, which is
reinforced by this system of school organization. The assumption that
information is fixed and organized, that smart people hold it, that books
include it, and that the purpose of education is to transmit it in an orderly
manner are all reinforced by this.
Early grade curriculum-focused assignments and topics are also
educational in ways that go well beyond their initial intent. Two examples
of tasks governed by rules are spelling and math.
Such assignments demonstrate to kids that their most significant
schoolwork has a single, accurate solution, that the teacher is aware of
this solution, and that their main duty as pupils is to discover the right
answer. The environment that the school cultivates does not place a high
