Unit I Disciplines and Subjects

Disciplines and subjects- meaning, definition and concepts - Distinction between school
subjects and academic disciplines - Importance of the knowledge of disciplines and subjects -
Need and importance of studying school subjects - Curriculum content – meaning, definitions
and importance - John Dewey’s ideas on disciplinary knowledge and curriculum - Relationship
between school subjects and academic discipline
Education
Education empowers human beings and it is used to acquire some knowledge, to realize
our potentials, an asset for a lifetime and it is not just a key to open the doors of various
professions, but a social resource, enabling you to mix with many people. A narrow education,
merely serving ones chosen profession.
Important/ uses of Education
 Earn your own living
 Avoiding societal embarrassment
 Forgoing baseless superstitions
 Reasoning against the illogical
 Keeping up with evolutions
 Exposure to the World
 A Healthier Lifestyle and living
 Adapting to newer techniques for productivity
 Ethical values that help make the world more peaceful
 Economic growth of the nation
 A longer, disease free life for the younger generation
School Subjects - Meaning
A school subject is an area of learning within the school curriculum on societal
expectations. We learn the traditional subjects, such as language, maths, Science, and Social. It is
compulsorily taught to the students.
Arrangement of content of knowledge, skills and the transformation of that content to the
students in school and classroom teaching. Thus a school subject contains content, and
translating content for educational purposes.
School Subjects-Definition
 A school subject constitutes an organizing framework that gives meaning and shape to
curriculum content, teaching, and learning activities (Karmon, 2007)
  School Subjects is defined as an “area of knowledge that is studied in school”.-
(Britannica Encyclopaedia).
Academic disciplines-Meaning
The term “discipline” originates from the Latin words discipulus, which means pupil, and
disciplina, which means teaching (noun). Discipline is defined by the Oxford English Dictionary
as "a branch of learning or scholarly instruction."
A field or branch of learning affiliated with an academic department of a university,
formulated for the advancement of research and scholarship. Discipline is for the professional
training of researchers and specialists and a part of higher education.
Examples:
Anthropology, Space Science, psychology, sociology, archaeology, Education etc.
Academic disciplines – Definition
“An academic discipline or field of study is a branch of knowledge that is taught and
researched as part of higher education”.
Anthony Biglan
A branch of knowledge or learning which is taught or researched at the college or
university level.
Glosbe
The main focus of the study of the discipline
• Methods used to expand disciplinary knowledge
• Impact of these disciplines on our lives
• Professions and the disciplines
• Emergence of academic disciplines
Academic disciplines and subjects
Subjects are grouped under a specific discipline. If one looks at the courses offered by
various universities one can see that broadly subjects are classified under the following
disciplines.
a) Humanities
b) Social Sciences
c) Natural Sciences
d) Mathematics
e) Business Geosciences
 Discipline Humanities Social Sciences Natural Mathematics Business
→ Sciences
Examples of Languages, History, Physics, Logic, Accounting,
Subjects Literature, Geography, Chemistry, Life Geometry, Finance,
arts, Sociology, Law, Sciences, Algebra, Taxation,
Religion, Demography, Geosciences Arithmetic, Economics,
Philosophy, anthropology Management,
Cultural Marketing
studies
Main focus understand, concerned with Systematic Seeks Commerce,
of study appreciate society & study of the patterns, trade,
and critique relationship universe resolves the organizations,
the human between around us truth, various
interactions individuals in the transactions,
society finance,
entrepreneurship
Methods analytical, Social critique , Scientific Mathematical Analytical,
used to critical, interpretative inquiry, inquiry inquiry based
expand and/or methods experimentatio methods
knowledge reflective n, empirical
methods methods
Impact Teach to Foster social Better life Used in other Helps to
think justice, equality quality, helps disciplines understand
logically, and empathy. Help to overcome like Science. transactions,
interpret to think critically problems, helps Mathematical organize one’s
phenomena, and decide to understand Models have assets, facilitates
appreciate judiciously. Build natural helped in business deals,
culture, build committed citizens phenomena, analysis and helps a nation to
reading and development of predictions. progress
writing skills, scientific
help to attitude
communicate
effectively
 Examples of Interpreter, Archaeologist, Scientist, Analysts, Banker,
Professions journalist, economist, researcher, statisticians, financial
reporter, advocate, doctor, programmers, analyst, business
author, pharmacist, , consultant,
botanist entrepreneur

The relationship between academic disciplines and subjects

Academic disciplines comprise of subjects. The specific characteristics of different disciplines
make it easy to classify specific subjects (or sub disciplines) to specific disciplines. The broad outline of a
discipline gives an idea of what one can expect to learn in a given subject.
A subject is best understood against the background of the discipline that it is classified under. If
one understand the basic characteristics of Natural sciences then one can understand its specific subjects like
Chemistry and Physics.
Subjects form a discipline. The scope of the discipline widens due to subjects. New subjects or sub
disciplines may emerge with changing times. This can bring better understanding of subjects that pre exist in
that discipline.
Inter relationships exist between subjects clubbed under one discipline. Hence for better clarity of
a subject one may need to refer to other subjects. The other subjects are understood effectively if one has clarity
about the parent discipline.
For example a researcher in Education will benefit if there is a firm grounding of the disciplines of
Humanities and Social Sciences as Education draws from both these disciplines.
Subjects lend substance to a discipline. In turn the discipline fine tunes the subject lending it a
distinct flavour. Those who pursue a particular subject should have a good understanding of the discipline of the
subject so that the subject is understood comprehensively. Academic disciplines and subjects are like ground
and figure. One without the other is meaningless.
Relationship between school subjects and academic disciplines
1. School subjects and academic disciplines are essentially continuous.
2. School subjects and academic disciplines are basically discontinuous.
3. School subjects and academic disciplines are different but related.
Subjects within disciplines have common features. Understanding of the subject helps to understand
disciplines better
 Distinction between school subjects and academic disciplines
S.No School subjects Academic disciplines
1 School Education Higher Education
2 Aims of School subjects: Competing Curricular
Aims of Academic disciplines: Competing in
Ideologies research work

3 School subjects normally concern with syllabi,

Academic discipline is formulated for the
teaching - learning experiences and assessment.
professional training of researchers, academics and
specialists.
it includes communities of practice, emphasizes
publication of work and thus goes beyond instruction
and assessment.
4 Associated with educational institutions An academic discipline has wider connotations
5 Response to different social, cultural,
Research-based
and through academic disciplines
political demands and challenges, and towards
educational aims.

6 It includes curriculum content, teaching,

It includes
and social issues, current trends
learning activities.

Importance of the knowledge of disciplines and subjects

Most teachers are involved in teaching and learning activities that concern a particular subject. Yet
the understanding of disciplines and subjects is extremely vital for the following reasons:
1. Adequate understanding of the discipline helps a teacher to do justice to the subject being taught.
For example a teacher who teaches History must understand what the discipline of Social
Sciences comprises of. Against the background of a thorough knowledge of Social Sciences, the teacher can
deal with History in an elaborate manner.
2. An understanding of one’s discipline promotes appreciation of other subjects within the discipline.
External correlation between subjects is an integral part of the teaching-learning process.
For example a teacher teaching Physics is able to appreciate the contribution of other subjects like
Chemistry and Life Sciences if there is clarity about Science as a discipline.
3. Learning experiences can be planned more meaning fully if one is aware of different disciplines.
 For example while teaching Economics; a teacher can take the help of subjects like Statistics,
Mathematics and Commerce to facilitate the teaching learning process.
4. Understanding and being able to apply discipline knowledge builds self- confidence, and self-
confidence is central in the development of an effective teacher. Discipline knowledge is a crucial prerequisite
in the development of teacher self-confidence
5. To offer advice to the students regarding the choice of subjects, the teachers need to have an in
depth understanding of disciplines.
For example A career in Finance will need subjects from the Business Studies group , at the same
time knowledge of Computers in Accounting Systems will also be useful. Thus a good understanding of what is
included under each discipline will be advantageous while offering career guidance.
6. A researcher with good knowledge of different disciplines can look at enriching the research by
blending it with inputs from other disciplines.
For example a research on ‘Impact of Globalization on Education’ will draw from varied subjects such as
Education, Political Science and Economics.
7. A good understanding of disciplines and subjects is useful to understand the world around us.
For example A person with good knowledge of finance, world affairs and political conditions within one’s
nation will be able to make wise decisions about how to invest. Knowledge of Statistics, Economics and
Business Studies will help to understand how the share market or banks function. A person with good
knowledge of Psychology can handle problems with level-headedness. Thus the application of what one
learns in various subjects can influence the quality of life.

Need and importance of studying school subjects

A good, broad education is an asset for a lifetime: it is not just a key to open the doors of various
professions, but a social resource, enabling you to mix with many people. The world itself is a more
interesting place to the educated person. Education changes our eyes, lets us see things differently.
Need and importance of studying Tamil language
A language of Tamil Nadu and is the oldest language in the world which is still used by its native
speakers in their day to day life. It was announced as Classical Language (Semmozhi) by the government
of India. The following are the importance of studying Tamil language.
 Official language in countries like Singapore and Srilanka.
 National language of Srilanka.
 One of the medium of instructions in Malaysia.
 Canada officially declared January as "Tamil Heritage month".
  Thamizh Thai Vazhthu (Song in praise of "Mother Tamil") is being sung along
with prayer song before starting any event in educational institutes or any public
gathering Tamil nadu.
 "Thirukural" one of the ancient literary work in Tamil, is considered as a holy
book common to every religion.
Apart form this "Mahakavi" Barathiyaar who is proficient in English, Sanskrit,
Hindi & Bengali praised Tamil as follows:
"யயயயயயயய யயயயயயயயய யயயயய யயயயயயயய
யயயயயயயய யயயயயயய யயயயயய"
"Yamarintha mozhigalile tamizh mozhi pol inithavathu engum kaanom"

Need and importance of studying English language

In today’s global world, the importance of English cannot be denied and ignored since English is
the most common language spoken everywhere. With the help of developing technology, English has
been playing a major role in many sectors including medicine, engineering, and education, which, in my
opinion, is the most important arena where English is needed.
 English has been described as “the language of opportunity”
 English is one of the most widely spoken languages
 English will open up more opportunities for you
 English will make you more desirable to employers in
 Business meetings
 Customer service and sales
 Marketing and communications
 English gives you access to some of the world’s best universities
 English is the language of some of the world’s greatest literature
 English allows you to attend international conferences and events
 English has a simple alphabet and everyone’s equal
 English gives you wider access to knowledge
Need and importance of studying Science
Science is just as important as learning other subjects like mathematics and history. Because the
subject is so vast, learning the basics right from your early learning days will enable you to decide
whether you want to pursue a higher education in the subject. Here we discuss some important aspects in
our lives that are covered by this subject.
  Develops problem-solving skills
 Awareness about technology
 How to conserve natural resources
 Instills survival skills
Need and importance of studying Social studies
For very young students, social studies are often based around being a good member of the
community at the local level and also for
 Good Citizen
 Civic Sense
 Understand Society
 Understand Change
 Provides Sense of Identity
 Preserves Stories
 Teach Us Warning Signs
 Help Us Be Better People

Curriculum Content
Definition of Curriculum
All the learning which is planned and guided by the school, whether it is carried on in groups or
individually, inside or outside the school.
 Teaching Strategies
 Evaluation
 Content
 Aims and objectives
 Elements of Curriculum
Definition of Content
Content is defined as “Information to be learned in school, another term for knowledge (a
collection of facts, concepts, generalization, principles, theories)”
Content comes in any form (audio, text and video) and it informs, entertains, enlightens or
teaches people who consume it.
Subject-cantered view of curriculum
The fund of human knowledge represents the repository of accumulated discoveries and
inventions of man down the centuries, due to man’s exploration of the world.
Learner-cantered view of curriculum
Relates knowledge to the individual’s personal and social world and how he or she defines
reality. • Jerome Bruner: “Knowledge is a model we construct to give meaning and structure to
Purposes of Content
To present material basic to a general understanding of a course.
To help a sequential relationship of material 
To help organize materials 
To furnish a source of valuable information. 
Includes cognitive skill and affective elements.
Responds to the needs of the learner.
United with the goals and objectives of the basic education curriculum.

The content is:

That is practical and achievable.
That is of use to the learners.
Fully and deeply covers the essential to avoid the “mile-wide-and- inch-deep” impression.
Working out a process of conceptual understanding means teaching and learning beyond facts.
This can be done by the use of the thematic or the integrated approach.
Facts are basic in the structure of cognitive subject matter. But content must go beyond facts. 
15. The skill component dwells on thinking skill and manipulative skills.The cognitive content
includes facts, concept, principles, hypothesis, theories and laws. Subject matter content
integrates the cognitive, skill, and affective components. 
Criteria for Content Selection
 Self-sufficiency – According to Scheffler (1970) the prime guiding principle for the
content selection is helping the learners to attain maximum self sufficiency in learning but
in the most economical manner.Criteria for content selection
 Economy means less teaching effort and educational resources, less learner’s effort but
more results and effective learning outcomes.
 It will develop learning abilities, skills, processes and attitude When content or subject
matter will contribute to basic ideas, concepts, principles, and geberalization to achieve the
over all aim of the curriculum.
 Significance –
It is significant if
The cultural aspects will be considered
 It will develop the cognitive, effective and psychomotor skills of the learners Significance
 Variety: learning experiences must cater to the needs of different types of learners by
providing different types of experiences;
 Relevance to life: learning experience must be related to the learner’s real life situations in
and out of school; Criteria for content selection
 Suitability: learning experiences must be suitable to the learners present state of learning
and characteristics:
 Validity – it relates to the authenticity of the content selected.
 Interest- the content should suit the personality and intellectual capabilities of the students.
Is the content interesting to the learner? Or can the content be made interesting to learners

 Utility – it is concerned with the usefulness of the content. Here the question is whether the
content selected is useful i.e. will lead to the acquisition of skills and knowledge that are
considered useful by society?Utility is the content selected such that learners can learn and
understand given their present level.
 Learnability- this criteria emphasizes on the optimal placement and appropriate
organization and sequencing of the content.
 Feasibility – it compels the planners to analyze and examine the content in the light of the
time and resources available to the students, costs involved, socio-political climate etc.
Organization of the content
It demands a through understanding of the teaching leaning process. • Important aspects for this:-
a) sequencing b) continuity c) integration
a) Sequencing- it means putting the content and materials into some sort of order of succession. •
b) Continuity- content should provide continuity learning and prevent loss through forgetting. The
students should be provided with experiences step by step. .
c) Integration- learning is more effective when facts and principles from one field can be related to
another, esp when applying knowledge.
Selecting and Organizing Content •
 Planning curriculum similar to guided tour •
 Various options of how to reach destination (broad program goals) •
  Planning itinerary in advance aids in avoidance of confusion—saves time
 Broadest level involves selecting, structuring subject matter to be taught to reach broad
program goals
 Learning becomes development of a series of connections among concepts that hold real
meaning and relevance for learner.

John Dewey’s ideas on disciplinary knowledge and curriculum

“Education is not preparation for life; education is life itself. Education, therefore, is a process of living
and not a preparation for future living.”

General Information
 John Dewey was born in the United States of America on October 20, 1859.
 American philosopher, psychologist and educational reformer whose ideas have been influential in
education, philosophy, and psychology.
 From 1884 to 1894 he had a faculty position at the University of Michigan.
 In 1894 Dewey joined the University of Chicago where emerged his Pragmatic Philosophy.
 In 1903 Dewey also set up the “University of Chicago Laboratory Schools” to actualize the
pedagogical beliefs that provided material for his first major work on education, “The School and
Social Progress” (1899).
 In 1905 he became president of the American Philosophical Association.
 Nowadays, Dewey is considered one of the founders of The New School.
Writings
 My Pedagogic Creed (1897)
 The School and Society (1900)
 The Child and the Curriculum (1902)
 Democracy and Education (1916)
 Experience and Education (1938)
John Dewey’s ideas on disciplinary knowledge
 Experiential education: Dewey focused his concept of “instrumentalism” in education on
“learning by doing or hands-on learning”, which means to learn not only by the theory, but also by
the practice. “Instrumentalism” is a theory of knowledge created by Dewey in which ideas are
seen to exist primarily as instruments for the solution of problems encountered in the environment.
 The school’s role: Dewey stressed the importance of education in school not only as a place to
gain content knowledge, but also as a place to learn how to live. The purpose of education should
be the realization of everybody’s full potential and the ability to use any skills for the greater good.
 The educational process’ role: Dewey advocated for an educational structure that makes a balance
between the child and the curriculum, that is to say, delivering knowledge while also taking into
account the interests and experiences of the student.
 The teacher’s role: The teacher’s role should be that of facilitator and guide since the teacher
becomes a partner in the learning process who leads students to independently discover meaning
within the subject area.
The Dewey School
• In January of 1896, Dewey opened the doors of the Experimental University of Chicago with the
idea of setting up an “Experimental School” by his own.
• The program core of the studies of the Dewey School figured what he denominated “occupation”,
in other words, “a form of activity done by the children that reproduce a type of work done in
social life or that is parallel to it.
• The Dewey Teaching Method
• Dewey wrote: “the child goes to school to make things: to cook, to sew, to work the wood, and to
make tools through acts of simple construction; and in this context, and like consequence of those
acts it articulates the studies: reading, writing, and calculus.
• The Dewey pedagogical key consisted in providing the children with “experiences of first hand”
about conflictive situations, most of the time based on personal experiences. In his opinion, “the
mind is not completely free until the right conditions are created to make the children participate
actively in the personal analysis of his/her own problems, and participate in the methods to solve
them, at the price of multiple tries and mistakes.
• Even though he didn’t expect that the Experimental School method were followed in a strictly way
in other places, he kept the hope that his school served as a source of inspiration to whom
pretended to transformed the public education.
• The End of the Dewey School
• The precursor community of Dewey lasted too short. Its end was caused by the people who
worked with Dewey in the Experimental school. They all wanted to have the control of the school,
since the school didn’t belong to Dewey, in fact, it belong to the Chicago’s University.
• The lost of the Experimental school left an opened room to others to understand, apply, and even
deform Dewey’s pedagogical ideas.
Conclusions
 Dewey considered schools and civil society as two fundamental elements and major topics that
need attention and reconstruction to encourage experimental intelligence and plurality in order to
improve our life and environment.
Dewey strongly believed that students must be active learning perceivers and critical thinkers
rather than passive believers and receivers of information.
Dewey’s theories have been a great influence on 20th-century thought. His writings on educational
theory and practice have been widely read and accepted because he showed that the disciplines of
philosophy, pedagogy, and psychology should be understood as closely interrelated. For that reason,
Dewey's ideas have remained at the center of much educational philosophy in the United States and in
many countries around the world.