By James A. Beane
Defining curriculum integration as a entire method instead of easily "rearranging subjects", this article makes use of many school room examples to provide an explanation for the connection among curriculum integration and the disciplines of information.
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Additional info for Curriculum Integration: Designing the Core of Democratic Education
For example, the definition of problems and the means of Page 8 addressing them are limited to what is known and deemed problematic within a particular subject or discipline. When we understand knowledge as integrated, we are free to define problems as broadly as they are in real life and to use a wide range of knowledge to address them. Moreover, as I will argue more fully later, one among many criticisms of the separate-subject approach is that it largely includes only the knowledge that reflects the interests of high-culture social and academic elites.
As I have said elsewhere, curriculum integration is not simply about doing things differently, but about doing something really different. I hope that those people are not scared away by this but rather are encouraged to press further in their work. As for those who come to the book knowing more fully about curriculum integration, especially teachers who use the approach, I hope they feel that I have spoken well and accurately for their work. That I hope for especially. Page 1 Chapter 1 A Special Kind of Unity Suppose that we are going to work with a group of students on a unit about "Environmental Issues," including major concepts or "big ideas" such as conservation, pollution, politics, and economics.
In short, what I will call integrative learning involves experiences that literally become part of usunforgettable learning experiences. Such learning involves integration in two ways: first, as new experiences are "integrated" into our schemes of meaning and, second, as we organize or "integrate'' past experience to help us in new problem situations. The crucial issue with regard to this theory is, of course, how to organize curriculum experiences and the knowledge they engage in such a way that young people may most easily integrate them into their schemes of Page 5 meaning and carry them forward.
Curriculum Integration: Designing the Core of Democratic Education by James A. Beane