Twenty-fifth International Conference on Learning

Abstract

To date, a generally accepted definition of curriculum is lacking due to individual conceptual positions of researchers. As a result, different perspectives as well as types of curriculum are highlighted. The agreement among researchers is found that the rationale of curriculum must find balance between value-driven sources concerned with learner, society, and knowledge. These sources encompass cognitive, emotional, and spiritual dimensions of learning in a broader sense. Over the past few decades, the research has tended to focus on cognitive dimension of learning reflected outcome-based approaches to curriculum. Emphasizing learning as an key item of the educational process and the interplay between teacher and learner, the necessity for both emotionally-based and spiritually-based features of learning process arises. Few researchers have reported the possibilities of the integration and development of cognitive, emotional, and spiritual dimensions of learning across curriculum, but in religious education. Several attempts have been made to apply such possibilities to secular education. Each of dimensions pursue their own values messages that must be orchestrated across curriculum. Significant challenges arise trying to convey value messages in curriculum‘s implementation through educational environments. However, little attention has been paid to that curriculum is more concerned with „an ideal plan“, while educational environments represents momentous reality of that plan. Trying to answer the research question - how should the values whose education is aimed at while defining the objectives of the curriculum should manifest themselves in educational environments? - the conceptual framework is introduced.The research method is based on the literature analysis.