An inquiry into the conception of curriculum integration and its value in civic education

Sze Yin Shirley YEUNG

Research output: Contribution to conferencePaper

Abstract

Curriculum integration is a hot topic in local education reform. The term curriculum integration has very often been used to describe rearranging existing lesson plans or syllabuses for more effective teaching. However, the term was intended to mean much more than that. The underpinning philosophy of curriculm integration might move in a different direction with a somewhat conservative, "competency-based" type of education. Hopkins (1967) and Beane (1996) are the two most appealing figures who have discussed curriculum integration, in addition to works associated with progressive education and the core curriculum movement. They have envisaged the potential of curriculum integration in relation to such ideas as social integration and democratic education. Some scholars have mentioned the importance of curriculum integration in postmodern education. Moreover, with its broad access to knowledge for diverse young people, its value in civic education in modern era is noticeable. Therefore, this paper intends to inquire into the conception of curriculum integration and its significance for civic education.
Original languageEnglish
Publication statusPublished - 2004

Fingerprint

curriculum
Values
education
social integration
reform
Teaching

Citation

Yeung, S. S. Y. (2004, April). An inquiry into the conception of curriculum integration and its value in civic education. Paper presented at the Pacific Circle Consortium 28th Annual Conference: Civic Values and Social Responsibility in a Global Context, The Hong Kong Institute of Education, China.

Keywords

  • Educational Policy and Management