Scrapping subjects and introducing ‘topics’? An inquiry over integrative approaches to learning departing from the case of Arts in the curriculum
Scrapping subjects and introducing ‘topics’? An inquiry over integrative approaches to learning departing from the case of Arts in the curriculum

Summary/Abstract: It is proposed a critical reading of educational research literature approaching the role and place of Arts in the curriculum. The purpose of this proposed critical reading is to explore the implications of research and/or practice informed discussions of the role Arts play in the curriculum in current reformist debates. Pre-modern approaches to education placed great emphasis on subject-knowledge, assigning to arts a particularly important place in the system of liberal arts. Modern and post-modern approaches to understanding the role of arts in education prompt significant shifts in the view and practices of not only arts, but education itself which deserve attention. Disciplinary and interdisciplinary approaches to structuring learning contents mark the opposite ends of a continuum where every system of educational practice may be positioned closer to either one, based on the approaches to learning it endorses. In what follows, it is proposed reflecting on what moving across this continuum may mean for the place arts may be attributed in the curriculum.

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