DBPapers
DOI: 10.5593/SGEM2014/B53/S22.097

THE INTEGRATED APPROACH OF CURRICULUM AS DIMENSION OF CONTEMPORARY EDUCATIONAL POLICIES

L. Tausan
Wednesday 1 October 2014 by Libadmin2014

References: 14th International Multidisciplinary Scientific GeoConference SGEM 2014, www.sgem.org, SGEM2014 Conference Proceedings, ISBN 978-619-7105-19-3 / ISSN 1314-2704, June 19-25, 2014, Book 5, Vol. 3, 729-734 pp

ABSTRACT
The integrated approach of the curriculum as an alternative or a complementary method of a discipline represents a constant feature of the curriculum policy of the last decades. The arguments for the necessity of this kind of approach include aspects as: the impossibility to find a correspondence into the traditional disciplines for many new knowledge and new educational items (ecological, demographical, nutritional education etc.); the necessity to establish connections between disciplines with a distinct division, in order to erase the breach between them; the necessity to build flexible, dynamic, integrated mental structures, able to support decisions in various situations; the necessity to form a solving competence for problems regarding personal, professional and social life. Our paper describes the main levels of curricular integration: intradisciplinarity, multidisciplinarity/ pluridisciplinarity, cross-disciplinarity and transdisciplinarity. It also depicts modalities for the curricular integration at each of the above mentioned levels, exemplified for the discipline of Natural Sciences.

Keywords: educational policies, curriculum policies, levels of curricular integration, the current educational paradigms, the reformation of the curricular system