Understanding Disciplines and Subject (Educational Perspective)

Understanding Disciplines and Subject (Educational Perspective)

ISBN: 9789355100771

Preface

Disciplines and school subjects are a dynamic product of social, political, economic and cultural contexts. Usually, when a teacher teaches a subject in a school, there is a notion that what is being taught is merely a condensation, with simplification of the content of disciplines from which subject matter has been extracted. Disciplinary knowledge as the sole focus of school education came under criticism by the progressive educationists. The aim of teaching is not merely to provide knowledge about the major domains of human thought and inquiry.

School subjects are built with a purpose and aim in mind. Schools have various functions as the development of habits, attitudes and values, besides civic skills among other things. There are qualities we wish to develop in the child as cleanliness, self-confidence and honesty. Subjects are expected to develop these, as well as help in intellectual development. Constructing a school subject takes into account both the societal expectations and the curriculum transaction in the classroom by the teacher. It is the result of institutional selection, for social, economic, cultural, curricular and pedagogic purposes.

Teachers need to appreciate that each subject is taught in a different manner, as the nature of disciplines they are drawn from is different. The academic disciplines have been classified at different times by different people, with different criteria. There is no classification that is complete and final. There have also been attempts at redefining the school subjects due to various concerns. Curriculum guidelines that are formed consider several factors these, as well as the requirements due to globalization.

Knowledge of subject matter is a major component of what teachers need to know about their discipline. A teacher must also be able to explain why a particular area is worthwhile to know. Besides this, teachers must also have knowledge about students and teaching strategies. Child-centred pedagogy means giving primacy to children’s experiences, their voices, and their active participation. This kind of pedagogy requires us to plan learning in keeping with children’s psychological development and interests. The learning plans therefore must respond to physical, cultural