Elliot Eisner, Three curricula all schools teach (updated version)

The first 'stop' that stopped me from thinking for a while is the sentence from the first paragraph "But schools teach much more---and much less---than they intend to teach."(p.87). I began to think about what it means to teach more and what it means to teach less. I think this is because there is a gradual increase in the number of courses involved in schools today, with school professors developing more and more courses, and a lot of social skills, time management, and life issues. And the ability to communicate with elders and peers. But what is less taught in schools is that, as mentioned in the article we read last week, the overly formal and rigid way of teaching can lead to a gradual loss of interest (especially for maths). There are also problems that students will encounter in life or later in life when they go out into the community, etc. that schools cannot cover completely.

Another stop for me came from the bit in the article about schools fostering submissive behavior. Before reading the article, the examples the author gave in the article, the so-called incentives, etc., had not occurred to me as a way of being a way of fostering submissive behavior. Suggestions or rules and regulations made by the school when implemented in this way become a way of fostering submissive behaviours. This kind of reward system is likely to make students lose interest in what they are doing and become overly concerned with rewards. In the long run, this may lead to a sense of "routine" in their future work. I think it is difficult to avoid using rewards while achieving the goal of regulating students' behavior and cultivating their interests, and schools can't avoid "asking" students to do something. The way I can think of to avoid this at the moment is to allow students to reward themselves, i.e. instead of setting a common "reward" each student writes down how they think they should be rewarded. They can then reward themselves when they have done it.

Due to the significant amount of time students spend in school, the habits developed during this period may continue to affect their future lives. In the past school education, I agree with the article that schools emphasized more interdisciplinary knowledge and proposed many aspects of "implicit curriculum". The reward system may weaken students' interest in learning, cultivate their increasing competitive awareness, and the arrangement of art classes may make students believe that subjects such as mathematics and science are more important. But nowadays, classrooms in BC schools are increasingly giving students the right to choose. The new British Columbia curriculum also places greater emphasis on communication, innovation, and other aspects.