Contemporary Life
Studying Contemporary Life and the Community
The second source of objectives is contemporary life, the world outside the school that learners will have to live in. This chapter covers what contemporary life is and why studying it helps set objectives, the arguments for and against using it, and the practical work of analysing a community to draw objectives from it.
Why the explosion of knowledge forced schools to ask what is worth teaching now, and how job analysis answered a wartime need
The complexity argument, the transfer-of-training argument, and the four criticisms of using contemporary life as a basis for objectives
Dividing life into manageable aspects for study, and the individuals, social groups, and communities that supply the information
What to study at each level, from an individual’s activities and values to a community’s resources and direction of change
Methods for gathering information on contemporary life, the national, community, and area levels of analysis, and reading data with care
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