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... • . .. Il Structures and Modela: Curriculum Design 'J < b _ /' p li o .-- 8

... • . .. Il Structures and Modela: Curriculum Design 'J < b _ /' p li o .-- 8' , . . . (1 Mooas AND STRUCTURES AS BASIC CONCEPTS FOR THE -DESIGN OF A CREATIVE CURRIEtJ[ M \ " ,',\ /' " by Robert A. E. Myers' A dissértation submitted to the Faculty of Grod,uote Studies and Research in pa~tial fulfillment ôf the requirements for the degr~ of Master of Arts (Educatton) \ Facul ty of Education Mc Gill University Montrea'l \. " . 1 ."dOC' t (9 Robert A. E. Hyers , 1974 " ''r \ ,. \ l' L , \ \' "I}~ .. ., • J .. MODELS AND STRUCTURES AS BASIC CONCEPTS FOR TAE Facul ty' of Educatlon McGi11 University 1 , DESIGN OF A CREATIVE CURRICULUM Robert A. E. Myers M. A. (Ed.) March, 1974 . study concerns the concepts of struct~re and model as ( particuJar kinds of symbol s ems within the realms' of knowledge and thinking ,---- .., .. respectively. It also relates the~ two ncepts to ihtell7.nd suggests. that . intellectual activity is one of the main areas .whe formai education in the. form~f thè school can and should bring about distinct éhang act. v 1 The main conc~rn of the study is curriculum design, and it con- cludes With a proposai in the way of a conceptual guide for curriculu~design- ~ ers. This proposai involves establishing structure and model as fundamental , , concepts which should be a main con cern of designers of c~rriculum both prior to anet quring encount,rs with students as 'part of the curriculum in effect • " '. • , , . R~SUME Cette étude a trait aux concepts relatifs ci une structure ainsi P t L qu'à un mOd~I. qui s.rv.~t ici de symboles précis dans le )anaine de la con na issance et de .Ia pensée respectivement. Cette étude établ it aussi le lien ... - p qui existe entre ces deux concepts et ~ 'intellectotout en suggérant ~ue 1 'activité intellectuelle est l'un des principaux secteurs où une formation conventionnelle, ~ dont l'école demeure le véhicule., peut et devrait apporter des changements marqués au niveau de la pensée. d . Cette étude se préoccupe principalement de la planification au . niveau du programme d'études et se termine en proposabt une sorte de g&ide }, . , conceptuel à l'usage' des concepteurs de/.s mê~es ~ogrammes d'études. Cette fil proposHion entend établ ir une structure et un mod~le iII ustrant les idMs fonda- mentales que les concepteurs de,profils académiqu~s devraient pr-endre en , ~ \ considération autant aV,ant que durdnt les rencontres avec les étudiants lorsque le programme d'études est mis en vigueur.' \ , . .' , e. .. i, . . TABLE"OF CONTENTS INTROOUCTION Il • , •••••••••••••••• , •••••••••••••••••••••••• 1. ' THE CONCEPT OF STRUCTURE AS AN ELEMENT ,Of THE' THINKING ACT ....................... Il Il Il Il •• Il Il .... Purpose •••••• Il •• Il ••••• Il Il •• Il Il Il •• Il Il Il • Il Il Il •• Il •• Il • Il Il The Nature of Structure .......... ! Il ••••• Il Il • Il •• ':! •••• Structuring as Applied to Scientific and to, Humanistic Problems ... Il' •• Il Il •••• Il Il Il 'l' Il Il Il Il ••••• " StructuringJ A Proce~ Gonnecting Knowledge Vertical and Lateral StructUre - o Il Il • Il Il • Il ••• Il ••••• Il Il •• Il ( Thinking - Knowledge - Structure· Il • Il Il •• Il Il Il Il •• Il ••• Il Logical and Psychological Structures Sorne Examptes of Structure Il Il • Il • Il ••• Il •• Il Il ••• Il Il • Il • Structuring Knowledge in a Curriculum Sumrnary ...... ~ .................. , .... , ......... . References •• Il fi ..... Il Il •••• Il Il • Il ••••••••• Il Il • Il ...... Il "" , 2. THE CONCEPT OF MOOB. AS A THINK ING DEVICE 1 l' , ' .. Definition of M04jIeis • Il ••• Il •• Il •••••• Il ••• Il • Il • Il •••• The Use of Model'S - ......................... , ...... . Five Aspects of Models . .......... " .............. . 1 • 9. 14 . 14 15 .+ 17 19 19 20 23 26 ., ., 28 30 34 36 36 ' 37 39 \' Sources Faatures Functions Forms Types '\ ................... ,. ............. . -' · ............................... . ................................ · .............. ,: ................... . The Theoretical Nature of Models. Applying Schwob's Thesis to Models j ••••••••••••••• Summary ................ ~ ............... ; ..... . , References' · ................................... . 3. ASSOCIATNE FACTORS Œ STRUCTURÉS AND MODELS '. Introduction · .................................. . The Influence of Models and Structures on 39 43 51 53 54 57 58 60 63 65 65 Intellect and Knowledge • • • • • • • • • • • • • . • • . • • • • • • . 6P Models and Structuring as Intelligence Indicators Sunvnary •• f •••••••••••••••••••••••••••••••••••• References '\ ..................................... 75 4. COMPÔNENTS OF THE EDUCATIONAL ÂCT ........ ' ....... . 76 Basic Processe; Within the EduCCJtional Act 0 .......... 76 TMnking · ............................... . 76 Learning · ............................... . 77 Transfer .................................. 79 The Intelligence Factor ..................... 81 ( .. 5, Structures and Modefs in Education ••••••••• If ••••• • The Leorner . . . . . . . . . . . . . . . . . . . . . . ; ....... . 1 The Psychological Factor ...... ' .... Curriculum ..................................... Summary ............. References ............................ THE ROLES OF MODELS AND STRUCTURES IN DESIGNING CURRICULA ,", , , '" , , , ., • " •••••• Intellect ................................. Curriculum o ................... ,. ..... Planning Encounters · ..................... . Mode.ls and Creativity .................. 1 Creative Power · ....................... . Creative Process ......... ~ ............ . Creative Product · ..................... . A Po int of Departure ............................ Deduction Induction Intltition l\ · .............................. . · .............................. . .................................. Design of the CJ.eative Curriculum ............. , .... A Cross-Section of the Creative Curriculum ..... Elements of the Creative Curriculum t •••••••••• The Ideal Encounter ......................... References • • ft ••••••••••••••••••••••••••••• 83 83 85 87 94 96 , Q 98 98 100 100 103 104 105 106 107 109 110 1.10 111 112 113 115, 117 \ Il CONCLUSION BIBllOGRAPHY \ .... " .. -, ............ . . . . . . . . . . .. . . 1 • 1 • . . " • \ .. . ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 125 c . , • .. , INTRODUCTION Intellect - An Educational Concern The process c:l education in a broad sense is not restricted to the institution of the school. Many institutions seek to educate, cwnong which are the \ Church, the Family and Goverrvnent. In countries. where schooling is sCarce or e'ven non-existent, these institutions arnong others, c:lten compete for authority. ln some societies, this results in'\chools being establish.ed as indoctrination fdeilities designed to controJ the enculturation of the children befonging to that society. In such case~e motivating factor behind the school, is often the preservation c:l ari already existing institution such as a particular form of goverrwnent, the church Of a military organization. It may even be argued that 011 schoo's originate as sotell ites c:l other institutions. h· is olso evident, however, thet in many coontries the schoo' has accepted responsibility for taking the student beyond indoctrination, and its function " . has evolved into sanething more idealistic thon enculturation. " ln such cases, where education is directed towords improving the quai ity of intellectuel response rather thon fostering a prescribéd responSe, the think- ing act itself becomes a dominant concem. When this occurs, the educational func- . " tion bf the school becomes onique as compared to the educational function of other .- v • 1 e- J , .. • /. .. /'J -2- institutions. At this point, the intellectual welfare ~ the ihdividual becomes the primary concern of the school and a n~w kind c:J education comes into being. It is . . this form of education which will be the topic referred to from this point forword~ since it is education of this kind which is most evident in the scbools c:J North • Americ;an society. Before enterine into the next phase of,the':lintroductory rernorks, it sh"'ould be mentioned t~at -even when thè school's primory fÙnction is an intellectuel , ' one, theré mey be any number of secondGry activities which an educotional system creates or adopts. It may, indeed, administer: to every wont and whim c:J every individual 'iotnder its ~fluence, but there are other agendes designed to deal wifh ge r\era 1 health, moral de~opment, social uploads/Philosophie/ mk-20782.pdf