The Cubic Curriculum

The Cubic Curriculum

The Cubic Curriculum

The Cubic Curriculum

Synopsis

International education expert Ted Wragg puts forward a novel and highly imaginative view of the school curriculum as a preparation for the uncertain and complex world of the 21st century. The Cubic Curriculum argues that not only are subject knowledge, skills and the development of personal qualities important, but that the teaching and learning themselves are a central part of the curriculum.

Wragg presents a unique view of the curriculum as a three-dimensional cube, with subject matter, cross-curricular themes and issues that influence children's general development, and teaching methods all interlocked. He discusses each of these issues and brings the model together in order to analyze what is happening in the classroom today.

Excerpt

This book is based on a series of lectures I have given on education for the future. As the twenty-first century approached there were many speculations about what life might hold for young people now in school. I found myself wondering whether a curriculum that was seen mainly as a set of subjects, important though subject matter was, could be adequate for the many demands that would confront the present generations in the next century.

It seemed increasingly likely that a much fuller preparation was necessary, one that involved the development of various personal qualities that would be essential, rather than optional, in future, and one that took into account the teaching and learning strategies that might form an integral, rather than an external and belated, part of the curriculum.

The cubic model is, therefore, a simplified schema of the complexities of the curriculum, offering a series of perspectives on teaching and learning. Like all models it is only as good as those who use it, so I hope no one will do mischief to it. For example, I am at pains to point out (a) that subject matter is very important and this is not diminished by taking a look at other aspects of the curriculum, and (b) that the labels on the cube are only exemplary, as many others could have been used. No doubt some skim reader will ignore these warnings. The cubic model does not offer a prescription or a set of solutions, just a means to help reflection and action.

E.C. Wragg,

Exeter University . . .

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