The Method of Currere for Learners and Educators
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While embracing curriculum, educators and learners are encouraged to undertake their own personal, public quest. The quest is a journey to self-discovery which requires an autobiographical examination of oneself. Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape one’s self-understanding in our democratic society. In relation to curriculum Pinar states, “The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a ‘private’ intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere” (2004, p. 35-37). In today’s society people have societal responsibilities and Pinar’s method of currere allows people to look deeply into their journey of life, remembering past experiences while analyzing how the past has affected the present and how it may ultimately guide one into the future. Pinar’s main focus is in relation to educators and public schooling in North America. “Currere offers possibilities for change in public education as it encourages reflection on educational experience that connects academic content, subjective knowledge of teachers and learners, society and historical context” (Kissel-Ito, 2008, p.2).
The Framework
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Pinar proposes a framework for the method of currere in order for one to understand and reflect upon one’s life experiences thus far. The framework includes four steps or benchmarks for one to follow. The steps are: the regressive, the progressive, the analytical, and the synthetical. Pinar uses the four steps as a framework to reflect on curriculum theory and public education which can be seen in his writing What is Curriculum Theory?. The framework’s purpose is as follows, “This four step process includes retelling the story of one’s educational experiences, imagining future possibilities for self-understanding and educational practice; analysis of the relationships between past, present and future life history and practice; and new ways of thinking about education” (Kissel-Ito, 2008, p.2).
Step one: The regressive step involves returning to the past, to capture it as it was, and how and in what ways it hovers over the present. This step encourages learner/educators to remember particular educational experiences and how the past experiences have guided them in the development of their own personal attitude or beliefs about education. This allows one to understand how the past has not only affected them, but the people surrounding them. Pinar says one’s past is “shared, each in his or her own way, by us all.”(Pinar, 2004, p. 125) One may remember past experiences and how they overcame struggles as a young person in society. John Dewey describes experience through trial and error. He states, “We simply do something, and when it fails, we do something else, and keep on trying till we hit upon something which works, and then we adopt that method as a rule of thumb measure in subsequent procedure” (Dewey, 2009, p.120).
Step two: The progressive step offers an opportunity for one to think about the future. The future is present in the same sense that the past is present. In other words, the past and present collide and we are always in the process of “becoming.” Educators and learners may think about how their past experiences have guided them into the present. Educators may think about the various experiences they have had with children and how that affects how they teach or operate their classrooms. Learners may be thinking about what they want to do in terms of careers with the knowledge they have gained thus far in their lives.
Step three: The analytical step involves analyzing the right here and now and creates a subjective space of freedom from the present. How did one get to the present? One may begin to understand themselves with deeper meaning while developing a sense of themselves of a person in today’s society. One may see the moments of right here and now as a “historical moment in which we lived, in which other have lived, and in which our descendants will someday live” (Pinar, 2004, p. 36).
Step four: The final step is the synthetical step which involves analyzing the present in light of the knowledge and understanding gained from steps 1, 2, and 3. It involves looking at oneself and questioning the state of being. Are you happy? What is the meaning of the present? Pinar wants us to think deeper into ourselves and experiences and conceptualize the present situation. Many educators may use the first three steps to visualize and analyze their journey of becoming an educator. When they ultimately begin affecting others’ lives and working with curriculum, educators find themselves in the synthetical stage of becoming. “One utilizes insights from past, present and future to create transformed educational environments” (Kissel-Ito, 2008, p.4).
Curriculum as Currere
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James G. Henderson and Rosie Gornik use currere in Transformative Curriculum Leadership as they present educators a particular type of curriculum judgment. They use a paradigm called curriculum wisdom problem solving while envisioning curriculum as a journey. Just as Pinar presents our process of becoming a journey, Henderson and Gornik use currere throughout their writing with the purpose of allowing the reader insights into firsthand accounts of educators’ experiences. They work closely with teaching for 3S understanding—“referring to the integration of Subject matter understanding with democratic Self and Social understanding and undertaking a personal journey of understanding” (Henderson and Gornik, 2007, p. iii). Within Transformative Curriculum Leadership we find Gornik’s deep self-understanding in regard to 3S understanding through her currere. She presents the reader with various autobiographical narratives and vignettes written to inspire the reader to delve into their own currere and examine their own self-understanding.
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Henderson and Gornik (2007) say they incorporate the currere method in their book because they “acknowledge that educators who choose to facilitate their students’ personalized journeys of understanding cannot do so without undertaking a similar journey of understanding” (p. 23). Educators have many responsibilities including presenting their students with opportunities or ideas of how to become active members in today’s democratic society. The purpose of the book is to encourage the reader to become a “connoisseur” of democratic education with an understanding of educational growth in societies with democratic values (Henderson and Gornik, 2007, p.23)
3S Understanding: Democratic Living in the Classroom
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Many believe that one of the main and most important responsibilities of educators is to help their students experience democracy as a way of living. Children need to understand their role in society as free and responsible adults. Although this is a difficult and timely task, many educators are in the teaching profession to guide students in understanding society’s democratic ideals. Interested in democratic living, James G. Henderson, a dedicated educator, developed what many know as 3S Understanding. Henderson is a very experienced educator of curriculum and currently is a Professor of Curriculum Studies at Kent State University. His main research involves the art of curriculum judgment in democratic societies. He has published many essays but is best known for his books Reflective Teaching: Professional Artistry through Inquiry, Transformative Curriculum Leadership, and Curriculum Wisdom: Educational Decisions in Democratic Societies.
Three Basics of Democratic Living
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Henderson says that the philosophy of democratic living can be found in three basic moral precepts. The first precept is, “that human affairs are best conducted through intelligence rather than through either habit or force” (Henderson, 2001, p. 5). The world is constantly changing and improving and Dewey says the first precept is essential when a society is undergoing fundamental changes. It is important for people to critically think about the world and analyze the reasons for why things happen. This enables one to better understand their place and role in society. The second precept is “humans must use their intellect for generative purposes” (Henderson, 2001, p. 6). As part of democratic living, this means that members of society need to embrace the love of human growth. As society changes, people change. Without the awareness that human and self growth is possible, people will not challenge themselves to become better people. The third precept is “humans must use their intellect for generative purposes” (Henderson, 2001, p. 6). Henderson (2001) simply states, “to be generous is to be sensitive to others’ beliefs, styles, and circumstances” (p. 7). This is of utmost importance for educators because they are very influential people in the eyes and minds of their students thus they have to be open to diversity and difference. Teachers are constantly teaching for democratic living without sometimes realizing it. The projects and assignments they present to their students should encourage students to use their intellectual powers in generative and generous ways. Without collaboration of teachers and students, intellect will be absent which will prevent students from realizing their scholarly abilities and gaining potential knowledge that will enable them as members of our democratic society.
The 3 S’s of Teaching
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The question teachers/educators need to ask themselves is “Have the teacher’s curriculum judgments been elevated to include moral decisions that touch the core of what it means to be human, to live in community with others, to find meaning and purpose, and to create a more just and peaceful world?” (Henderson and Gornik, 2007, p. 159). This question stems from evaluating 3S understanding which is a student’s journey though self-learning, social-learning, and subject-learning. Not only are students learning about the material presented to them during school, but they are on a journey to find their own place in our democratic society while developing a social sense of themselves. School is a place of learning, knowledge, success, and growth. It is important for teachers to recognize their own learning and growth in the classroom along with the students. Learning is endless and a common goal of educators is to engage students so that they are able to apply prior knowledge to develop an understanding of the new material and ultimately utilize it in future situations in or outside of the classroom. According to Schwandt (2002) “Education is about acquiring power so that one can manage and control environment, society, and self” (p. 13). Teachers have the power in their classrooms to create and manage an environment where students feel welcomed and important. Without a welcoming environment, students will be less apt to learn. Marzano says, “an effective teacher enhances student learning more than any other aspect of schooling that can be controlled” (2006, p.1). Educators strive to have their students not only become active in society but also become knowledgeable members of society with confidence and determination.
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The 3S’s refer to “(1) thoughtful subject learning, (2) learning to see oneself as a lifelong learner, and (3) learning to interact socially with diverse other” (Henderson, 2001, p. 8). The following is a brief overview of each “S”. Subject-learning is not possible without active engagement. Students are encouraged to draw connections between prior knowledge to new knowledge. This can be done through thinking-centered, performance-based activities. Within the activities students are able to critically think and analyze the content they are studying. Self-learning can be done through the students’ awareness that they are lifelong learners. People are continuously learning and always in the “process of becoming” which stems from Bill Pinar’s Method of Currere. A lot is involved in self-learning including broadening horizons through the acceptance of others’ perspectives about various issues. Self-learning allows one to grow intellectually and emotionally. Social learning involves thinking about “equity, diversity, and civility issues” (Henderson, 2001, p.13). Basically educators want their students to become informed citizens while recognizing events happening in the world. In addition, educators strive to be positive role models while embracing different democratic traditions and diverse cultures of society.
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Henderson speaks of educational paradigms in Transformative Curriculum Leadership one being the Curriculum Wisdom paradigm. The paradigm is based on the notion that teachers should integrate subject matter learning into democratic self and social learning. This curricular focus is based on 3S understanding and the problem-solving cycle is as follows: “Goal-setting, decision-making, and reflecting activities that facilitate students’ subject matter meaning making in a context of active democratic learning” (Henderson and Gornik, 2007, p. 13). This is no easy task but educators are encouraged to make wise judgments about curricular issues when developing and planning units. Without wise judgments, it is more difficult for teachers to involve the 3S’s into their lessons. Through the 3S’s teachers can develop and produce lessons and activities that will allow their students to critically think and analyze the content. All in all, educators have various responsibilities and they need to challenge their students to become active members of today’s society.
References
Dewey, J. (2009). Democracy and education: An introduction to the philosophy of education. WLC Books. (Original work published 1916)
Henderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry (3rd ed.). Upper Saddle River, New Jersey: Merrill
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Prentice Hall.
Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership (3rd ed.). Upper Saddle River, New Jersey: Pearson Education,
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Inc. (Original work published 1995)
Kissel-Ito, C. (2008). Currere as transformative story telling in religious education [Data file]. Retrieved from
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http://www.religiouseducation.net/member/06_rea_papers/Kissel-Ito_Cindy.pdf
Marzano, R. J. (2006). Classroom assessment and grading that work. Virginia: Association for Supervision and Curriculum Development.
Pinar, William F. (2004) What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum
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Associates. Schwandt, T. A. (2002). Evaluation practice reconsidered. New York: Peter Lang Publishing.