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Autonomy and Interests: The social life of a curriculum
Abstract
The claim that students should determine their own curricula is examined. If granted, primacy would be given to the autonomy and self‐ascribed interests of the students. The case for student autonomy is discussed in the context of the theory of philosophical anarchism. The anarchist dichotomy of autonomy and authority is criticised. A brief examination of Kant's account of autonomy leads to a rejection of the strong individualism that characterises that dichotomy. It is argued that the curriculum should be the outcome of the shared autonomy of students and teachers; such would serve the interests of students by maximising the autonomy of all. The curriculum would meet the interests of all students, but would not, indeed could not, represent the self‐ascribed interests of each individual.
... 14 But I strongly suspect the "C-student" still learned more in class and had a more empowering experience, and thus the impact of the average grade may be less important than other lessons learned. 15 Reddiford (1993) claims that an [individualist] anarchist priority in the classroom or curriculum ought to be autonomy; while not unimportant, this prioritizes individual action over collective creativity and collaboration. 16 Rancourt (2007) describes how his students came "on board" to his project of "academic squa ing" a physics course (and then treating it as an activism course). ...
... He argues that " these different deinitions point to one common aspect which stresses that autonomy requires recognition of power and freedom to the teachers in their professional activities " (Ozturk, 2011). Autonomy involves not only making rational decisions of one's work but also " taking of full responsibility of those decisions and for what one consequently does " (Reddiford, 1993, p. 266). Teachers' autonomy does not mean absolute freedom and anarchy (Ozturk, 2011); pursuit of whatever they ind interesting without consideration of stakeholders. ...
The major curricula revisions in South Africa in the last two decades or so have changed
the curriculum landscape. These revisions are meant to effect among other issues, the
socio-economic development for all through quality education. The latest curricula
transition from National Curriculum Statement (NCS) to Curriculum and Assessment
Policy Statement (CAPS), although meant to respond to widely publicised shortfalls in
the NCS, has compromised educator autonomy. This empirical case study was undertaken
to explore Further Education and Training (FET) educators’ adherence to implementation
of CAPS in the light of their professional autonomy. The theory of planned
behaviour (TPB) guided this study. This theory presumes that teachers’ beliefs direct
their behaviour. Data was collected from fifty-two FET educators of varying subjects
from twelve Johannesburg schools. The study revealed that the prescriptive nature of
the curriculum as espoused by CAPS at times compromised educator autonomy in effecting
quality education.
This study examines the extent of academic freedom for academics and students, university autonomy and equality of admission in the Jordanian public universities. It examines academic freedom in terms of freedom to express views and ideas, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, it considers university autonomy in terms of admission of students, appointment of academics, establishing new programmes of study and research, administration of students' affairs and university autonomy from the pressure of society. Finally, it examines the admission policy in terms of the equality of the admission criteria; these are the Tawjihi scores and the quota components.
The main subjects of the study comprised a sample of higher education academics, policy makers and postgraduate students from the six public universities. The study employed qualitative and quantitative research methods; questionnaires were used to obtain the views of the postgraduate students regarding academic freedom for students and equality of admission policy. Interviews were used to obtain academics and policy makers' views regarding academic freedom, university autonomy and equality of the admission policy. There was also analysis of related documentary material.
From this study, it appears that academic freedom for academics and students is controlled and limited by social, security and legal constraints. These limitations affect freedom of expression, freedom of publishing, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, university autonomy is restricted by social and governmental regulations and security restrictions, while university autonomy to admit students is restricted by the HEC (Higher Education Council) criteria of admission. Furthermore, the admission policy is flawed by the inequality of the criteria which have not achieved equality among students.
In the light of the findings of this study, recommendations have been made for the development of academic freedom for academics and students, university autonomy and equality of the admission policy and an indication given of possible future research studies.
In the recent UK Government policies that aim to raise standards at all levels of education, the drive for lifelong, independent learners has diminished in favour of prescription and consistent teaching approaches. Nonetheless, the ideal outcome of learners who understand, and take responsibility for, their own learning persists, and can be observed implicitly in policies and more explicitly in practice. This paper explores the frameworks and processes of independent learning in the current context. Drawing on previous research, it takes the view that independent learning occurs when pupils have a clear understanding of their own learning needs and strategies; when they are able to recognize and overcome problems in their learning and when they are encouraged to make informed decisions about the nature and conduct of their learning. The study is based on semi-structured interviews with 24 pupils before their transition from primary to secondary schools. Pupils were asked to reflect on personal strategies and approaches to study in literacy, numeracy and science. Data were analysed in order to identify: (1) the level of responsibility pupils assume for their own learning at the end of Year 6; (2) the skills and strategies for independent learning identified by the pupils; (3) the educational relationships they had (who supported them and how); and (4) pupils' perceptions of promoters and inhibitors of independent learning.
Who is the Autonomous man? Philosophy, 58, 223 Realism, power and objective interests Contemporary Political Philosophy
- Interests Autonomy
- References Benson
- J Benton
Autonomy and Interests 275 REFERENCES BENSON, J. (1983) Who is the Autonomous man? Philosophy, 58, 223. BENTON, T. (1982) Realism, power and objective interests, in: K. GRAHAM (Ed.) Contemporary Political Philosophy (Cambridge University Press).