Minimum Required Curriculum the Main Point of Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

Minimum Required Curriculum

The main point of this article centers around the belief that the curriculum that is currently taught in most colleges is clearly not teaching students what they need to know. In other words, when they obtain their bachelor's degree they have learned very little of what they need to know and they have only learned to memorize information to pass the tests to receive that degree. They have been taught certain things, and they have retained those things long enough to pass tests on the required subjects, however learning and then forgetting information does not mean that actual learning has taken place.

The article points out that courses in specific disciplines are very important, but that many courses do not ask students to actually use logic and abstract thinking to arrive at answers. Merely learning something from a book and taking a test on it is not the same thing as learning how to think for oneself. Many of these college courses do not challenge students to look at the evidence and determine why they think a particular way about a certain subject or event. The assumption that students do not learn as much from specific set courses as they would from a wider and more open curriculum seems to be logical.

The article looks at this by pointing out how students learn, and how they become aware of the need to think for themselves. The logic behind the article is that students who learn to properly think for themselves will continue to do that in courses that they take, instead of just learning what they have to learn in that course to get by. In the other words, the authors of the article express a need for students to look beyond what is presented in textbooks to the 'how' and 'why' of the information they are being given.

It is easier to simply assume that what is read in the textbook or told to them by the instructor is correct, and therefore there is no reason to question it. While this may often be easier, it is not necessarily the best choice. Students who only believe what is in textbooks or told to them by their instructors do not think for themselves. When they get out into the real world of jobs and lives and are required to think for themselves they are not able to do a very good job of this.

Learning to think for oneself is allegedly one of the main reasons that people go to college, and the position of the article seems to be that this is not, in fact, being taught. While it is arguable as to whether one can actually be taught to think properly, it is probably safe to believe that most rational and intelligent human beings can be shown the reasons that they need to think critically about specific issues. Once they are shown these reasons and have learned that there is a value in thinking critically, they can decide for themselves whether or not they wish to exercise this newfound ability.

The article does not say that colleges today are not any good, or that the people receiving bachelor's degrees do not deserve them. Rather, the article is more concerned with the fact that students who come in with a desire to actually learn something often find that college is just basically rote memorization and nothing more. No real learning, in the deepest and truest sense of the word, is taking place.

There is also emotional argument in the article, in that there is an overtone of despair that permeates through the article at the apparent lack of ability of current college educators to actually teach students the kinds of things they will need to learn for life. Many people have said that college is nothing like real life, and they are correct. This is what the article is trying to point out. College has gone too far away from real life, and students who do well in college because they read fast, retain information well, and do well on tests, may not do well in real life, when their new job presents them with an analytical problem that was not covered in their textbook.

Not being able to solve these kinds of problems may make them look as though they did not learn anything in college. Quite the opposite is true. They learned everything in college that was taught to them; the problem is that they were not taught the right things. It is not the fault of the student who goes through four years of college and learns everything that he can, if he is unprepared for the job market.

The fault lies with those who have taught the students, because they have not taken into account the types of issues that these students will have to deal with in the real world when they graduate. This difficulty between school life and real life is the actual gist of the article, and hence the main point that the authors are trying to make.

As for my insights and beliefs about the thesis offered in the article, I have to agree with the authors. College is not like the real world, and when someone graduates college and attempts to get a job they often find it difficult because things that they learned in college are rarely the things that they need for the actual work environment. Having a job often involves analytical thinking, and problem solving, and other issues that are not taught in the current curriculum of many colleges.

Actually, that is not entirely accurate. Many of these things are taught in college, but they are taught in specific classes where their use is necessary, and it is not explained to the students at the time that these particular analytical ways of thinking can be expanded into other subjects.

It is not to imply that college students are stupid, and that they cannot realize that these techniques can be used in other ways, but most of college is a blur for many students, as they work their way through tests and papers and other issues that they need to deal with. It is also quite often a time of very intense issues with growing up, as they make the transition from children to adults.

Those who return to college after an extended stay in the workforce often do not have the growing up issues that the average college student faces, but there is still a dilemma because the life of hallways and classrooms is so much different than the life spent working for a living, and this can cause stress for the older college student as well.

I believe the thesis in the article to be largely true, not just from experience, but because there is logic behind what the authors have to say. For example, the average college classroom encourages the reading of the textbook, the taking of notes, and the rote memorization and repetition of facts and figures that will be presented on the test. When one gets out into the real world and works at a job, sometimes they take notes, but other than the employee manual there is usually not much memorization from books. People do not take written tests in most jobs, except for an entrance exam, perhaps, and everyday decisions become small tests of the ability to think critically.

Learning from a book and reciting the information onto a test is not really teaching students about how to think specific problems through and apply that knowledge to other issues. It is only learning to figure out what they need to know to get by, remembering that information as long as is necessary to pass the test,…[continue]


  • Curriculum the Learning and Skills Sector Lss

    Curriculum The learning and skills sector (LSS) is an Essential part of educational development in the United Kingdom. For many years this educational program faltered and was not taken seriously. However in recent years Legislators in the UK have dedicated a great deal of time and resources to improving LSS. According to Maxwell (2009) The Learning and Skills Sector (LSS) in England is diverse, comprising further education (FE) colleges, sixth-form colleges, personal

  • Curriculum the Principals Role in

    Human relations are vital. Teachers must trust each other, there must be norms that support productive criticism, and there must be techniques in place for combining and resolving disputes. Arrangements need to be in place that generates discussion for problem identification and decision making. These arrangements could be things such as normal team meetings amid teachers at the same grade level or department meetings within high schools and middle

  • Teacher Attitudes and Perceptions About Curriculum Innovation in...

    Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,

  • Should Classical Works Be the Emphasis of the High School Literature...

    Teaching classic literature as the focus of a language curriculum for high school is an issue that has enjoyed considerable attention. Some critics feel that there is little purpose in focusing on ancient works of literature when attempting to cultivate a love of reading in children. Others again feel that an important part of human history and culture is lost when these works are ignored. According to the latter group,

  • Static Learning in the 21st

    Millions of dollars are spent on test-prep manuals, books, computer programs and worksheets (Gluckman, 2002). Static/captive learning can help teachers around the nation prepare their students for standardized testing. Significance of the Study to Leadership A principal is the leader of the campus. The challenge for the principal is to know his or her district's mandated curriculum and make sure teachers are able to deliver it (Shipman & Murphy, 2001). As

  • Student Centered Teaching Progressivism Social

    Now we have examined two extremes in educational thought that have developed over the past century. Teacher centered and student centered philosophies differ significantly in their approach to the student-teacher relationship. Teacher centered philosophy does not depend on the student's wants and needs at all. Teacher centered philosophy uses antiquated methods, such as rote learning. However, these methods are quickly being replaced by a more student-centered approach. Student centered approaches

  • Telecommuting There Are Many Different

    For employers, in addition to reduced office costs and increased productivity, organizations that have telework programs cite a number of other benefits that warrant attention (Di Martino & Wirth, 1990). Work satisfaction criteria that many organizations take very seriously given the increased importance of human resources in today's knowledge-driven economy shows dramatic increases (Di Martino & Wirth, 1990). Surveys taken by many companies show increases in work satisfaction of 20%

Cite This Paper:

"Minimum Required Curriculum The Main Point Of" (2003, March 24) Retrieved October 20, 2016, from

"Minimum Required Curriculum The Main Point Of" 24 March 2003. Web.20 October. 2016. <>

"Minimum Required Curriculum The Main Point Of", 24 March 2003, Accessed.20 October. 2016,

Leave a Comment

Register now or post as guest, members login to their existing accounts to post comment.

Read Full Term Paper
Copyright 2016 . All Rights Reserved