Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices

Thorburn, Malcolm; Allison, Peter

doi:10.1080/0305764x.2015.1118438

Cited by 6 publications

(2 citation statements)

References 34 publications

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“…Teachers can help students to increase their enthusiasm for learning and develop appropriate strategies to understand learning materials easily. The relationship between teachers and students is mutual respect, teachers have expertise in the nature of learning and are important participants in the learning process (Thorburn & Allison, 2017) Table above is a standard of character and skills that should be owned by students of the Kuala Lumpur Indonesian School according to their education level as the ideal profile of students and graduates of the Kuala Lumpur Indonesian School who have sufficient knowledge, skills to live independently and a strong character as a Pancasilaist Indonesian nation.…”

Section: Living Curriculummentioning

confidence: 99%

Character and Competence in The Implementation of Living Curriculum in Indonesian Schools Kuala Lumpur

Zobihi,

Supriyati,

Suseno

et al. 2023

JAM

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This article explains the concept of Living curriculum in the world of education which has implications for character and skills through the process of coaching and habituation of students about the values, goals and meaning of life. Through this curriculum students can realize how important it is to behave based on good rules and values. The Life Curriculum is also an activity to develop or strengthen the character and good values possessed by students, this makes students have complex principles for harmonious relationships between humans and their environment. The method used in this study is descriptive analysis, which collects data from several national and international articles related to the living curriculum. Kuala Lumpur Indonesia School is developing the Living curriculum. They aim to equip their students to compete in the future era. Therefore, students must have cognitive, affective, and psychomotor abilities. The development of the Living Curriculum at the Kuala Lumpur Indonesia School emphasizes character building and life skills. Another goal of development is to foster collaboration between parents and schools in educating children, so that they have the ability to have life skills and good character, at home, at school and in the community.

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Section: Living Curriculummentioning

confidence: 99%

Character and Competence in The Implementation of Living Curriculum in Indonesian Schools Kuala Lumpur

Zobihi,

Supriyati,

Suseno

et al. 2023

JAM

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“…For Dewey, continuity of experience ensures that learning is a rich and fluid process where initial experiences are refined by on-going cycles of reflection and verification, and where interaction merges the aims and content of the experience (objective conditions) with internal conditions (each students' unique mental map of the world) in order for learning to become more meaningful (Dewey, 1938). Thorburn and Allison (2017) argue that implicit in the theorizing of Dewey is an encouragement for teachers to take measured pedagogical risks and for students to have some measure of active co-constructor responsibility for the pace and direction of their learning. These can be set up through relatively open learning environments where students hesitations and initial thoughts can over time inform the establishment of more rounded conceptual understandings which are both accurate (objective) plus relevant to their lives (i.e., having an internal value).…”

Section: Middle Path Possibilities: Integrating Personal Wellbeing Smentioning

confidence: 99%

Personal well-being and curriculum planning: a critical comparative review of theory, policy and practice coherence

Thorburn

2018

Educational Review

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There is a heightened interest nowadays in educating for personal wellbeing based on the belief that schools can be a civilizing force for good and help make young people's lives more fulfilling and meaningful. At the same time, there is a premium placed on high quality subject teaching and academic achievement and on countries doing well on tables of international comparison. The degrees to which these priorities can be coherently pursued are discussed in this critical paper. The paper begins with a theoretical overview of wellbeing values before reviewing the extent to which these values are recognizable in policy guidelines in Australia, England, New Zealand and Scotland. The paper then outlines how a version of wellbeing could plausibly connect with policy and planning aspirations to take forward improvements in subject teaching and personal wellbeing, and where a middle path focus could benefit students' wider achievements and teachers' sense of agency.

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A Place-Binding Knot Map. Phronêsis as Outdoor Learning

Banack

2021

Philosophische Bildung in Schule Und Hochschule

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Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices

Cited by 6 publications

References 34 publications

Character and Competence in The Implementation of Living Curriculum in Indonesian Schools Kuala Lumpur

Character and Competence in The Implementation of Living Curriculum in Indonesian Schools Kuala Lumpur

Personal well-being and curriculum planning: a critical comparative review of theory, policy and practice coherence

A Place-Binding Knot Map. Phronêsis as Outdoor Learning

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