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The Organic Curriculum

The Organic Curriculum 7HB OKQM\Q eumcuiuM A renowned educational therapist describes how it is possible to turn an unresponsive student into one who is willing and eager to learn. i n 1983, Frank Smith said, "Children learn all the time . . . though not perhaps what we think or hope we are teaching them. The question should not be, 'Wh y don't children learn?' but 'What do children learn?'" I woul d like to expand that question to "Why do they learn what they learn?" My years of searching for the "Why" behind learning grew out of my work with adolescents whose failures had made them unresponsive and unwilling to participate in anything that resembled traditional academics. Their parents had brought them for "fixing" but they didn't want to be fixed. The traditional curriculum had been imposed on them from the outside, was often foreign to their life experiences, and seemed irrelevant because of the limited range of those experiences. Their anger and alienation from the learning process demanded a different approach to curriculum. Too often, failing youngsters have everything done to them but not with them. By putting aside my usual tools of evaluation and just listening to these youngsters, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

The Organic Curriculum

Ungerleider, Dorothy
Academic Therapy , Volume 21 (4): 7 – Mar 1, 1986
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References (4)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128602100411
Publisher site
See Article on Publisher Site

Abstract

7HB OKQM\Q eumcuiuM A renowned educational therapist describes how it is possible to turn an unresponsive student into one who is willing and eager to learn. i n 1983, Frank Smith said, "Children learn all the time . . . though not perhaps what we think or hope we are teaching them. The question should not be, 'Wh y don't children learn?' but 'What do children learn?'" I woul d like to expand that question to "Why do they learn what they learn?" My years of searching for the "Why" behind learning grew out of my work with adolescents whose failures had made them unresponsive and unwilling to participate in anything that resembled traditional academics. Their parents had brought them for "fixing" but they didn't want to be fixed. The traditional curriculum had been imposed on them from the outside, was often foreign to their life experiences, and seemed irrelevant because of the limited range of those experiences. Their anger and alienation from the learning process demanded a different approach to curriculum. Too often, failing youngsters have everything done to them but not with them. By putting aside my usual tools of evaluation and just listening to these youngsters,

Journal

Academic Therapy – SAGE

Published: Mar 1, 1986

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