Curriculum of Modern Education and School: Methodology and Structure

Previšić, Vlatko. (2005). Curriculum of Modern Education and School: Methodology and Structure. Pedagogijska istraživanja, 2(2). pp. 165-173. ISSN 1334-7888

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Abstract

A national curriculum of education is today a primary topic of every educational politics, school practice, socialisation process, and of course of pedagogy as science. A transparent and up-to-date educational politics of a country mirrors in the best way the curriculum as well as its expertly defined methodology and the structure of curriculum development. Consequently, it requires a serious pedagogical and interdisciplinary work to define goals and tasks of education, teaching contents and programmes, roles and competence of teachers, techniques of pedagogical work and objective students’ evaluation. Understanding the social context of a curricular strategy is the starting point that can not be missed out in a plural, open world. A school curriculum - as a kind of a rational social consensus and an optimal way to educate and form a flexible identity of a modern citizen - has to take into consideration a lot of different philosophical, social, technical, cultural and pedagogical experience, knowledge and competence. There is a number of organised and hidden factors that take part in the co-creation and implementation of the curriculum. The curriculum is a living tissue, an open book which new contents can be permanently added to. This is why all instances of education, especially schools, should be human and creative communities which help people to grow up and to act in the full potential of their individual and social beings. The paper discusses those aspects, focusing, in the limited space, on the basic starting points and guidelines of methodology and structure in developing a curriculum of modern education and school.

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