Sample Education Essay Paper on Curriculum Analysis

Curriculum Analysis

Introduction

Curriculum analysis in Australia seeks to identify that which students should know, comprehend and be able to implement in their daily lives. This paper seeks to explain the cosmopolitan principles of learning. In the past, Australia has struggled with this issue of correct curriculum: what exactly should students know and what subjects should be implemented? This in effect has raised interest to scholarly findings and government intervention. At some point, there have been complains that the curriculum was hurriedly formed and that it wasn’t conceptual. The center stage for these complains concerned the primary school syllabus. From a cosmopolitan point of view, ethical values and principles that are applicable to all human beings, regardless of culture, ethnicity, religion, or nationality exist. With respect to human dignity, the human world carries with it moral values that care for dignity of every individual that precedes both local and national political and moral values and principles.  In addition, cosmopolitanism advocates for submission of allegiance to very little form of government, any other power that claims rule, but only to the to the human community and its dignities (Nussbaum, 1996).

Cosmopolitanism has existed for a long time. It come in different forms: cultural, political and moral cosmopolitanism. The predominant origination of cosmopolitanism can be named moral cosmopolitanism due to the strong focus in it in the general ethics that cosmopolitanism address. In the most understood form of this, the premise of cosmopolitanism is that one whose reliability is to the all-inclusive human group. This has by and large identified with the Cynics and is reflected in the theory of Plato. Cultural cosmopolitanism offers a much less dualistic view of the relation between the specific and the general while political cosmopolitanism gives an alternative to the love for oneself that comes with moral conceptions with regard to cosmopolitanism (Perry, 1998).

With reference to classrooms, a critical essential practice suggests an open resistance of most suppositions amongst students and teachers. Ideals that would be more concrete would be those postured by good cosmopolitanism and seem generally as “widespread human rights” (Snauwaert, 2009). This takes into consideration free talk is essential for another practice broadly critical for cosmopolitan learning; reflexivity. Students ought to be urged to go to an open comprehension of their nearby “embeddedness and how the relations remain obliged and satisfying.” Along these lines, the young generation will probably collaborate closely with the nearby national and/or worldwide issues as they are talked about over their tutoring.

The Leaving Certificate English Syllabus suggests that everyone encounters and lives among language since it important in conducting learning activities, communication, personal and cultural identities. Through the syllabus, students would be able to appreciate the role of language in their lives. This course enables students to develop a more enriching range of skills and concepts that they can apply in various sectors of the day to day life experiences. In addition, this texts ensures that varied traditions are adequately pointed out. With respect to these text students will be encouraged to have powers that will enable them draw clear cut boundaries between various concepts and interpretative abilities in relation to media.

 From this text it is clear that the syllabus touches on the cultural cosmopolitanism as well as the moral cosmopolitanism. In general, the syllabus and curriculum as a whole addresses the cosmopolitan principles.

References

Perry, M.J (1998). The Idea of Rights: Four inquiries. New York: Oxford University Press.

Nussbaum, M. (1996). For love of country: Debating the limits of patriotism. Boston: Beacon Press.

Snauwaert, D. (2009). The ethics and ontology of cosmopolitanism: Education for shared humanity. Current Issues in Comparative Education      ,14 (1), 14-22.