A critique of the primary curriculum from a Deweyan perspective

Abstract

This dissertation will present a critique of the national primary curriculum from a Deweyan perspective. The National Curriculum Framework was published in December 2012, after a long process of consultation. Designed on six crucial principles, this curriculum was created to improve the Maltese educational system. This critique gives an analysis of the national primary curriculum, through John Dewey’s educational philosophy. John Dewey (1859-1952) was an American philosopher, psychologist and an educational reformer who developed ideas, which have been influential in education and social reform. Dewey, being a main representative of progressive education, was open to new behaviour, opinions and attitudes. Despite the several reforms and a new curriculum, our educational system is still failing students. This research recognizes the possible deficiencies within the curriculum, by analyzing it from a Deweyan perspective. The National Curriculum Framework (2012) promotes child-centred learning and experiential education, which are two fundamental theories for Dewey. This study highlights a number of aspects of our educational system to explain the reason why such educational theories are not being practiced in the classroom, or why they are not being successful. Moreover, in this critique the discrepancy between the curricular documents and the classroom reality are discussed. Furthermore, this critique highlights the inconsistency between the new curriculum, and the syllabi. This study gives a thorough description of John Dewey’s school of thought, through the critique of the national primary curriculum. Additionally, it emphasises on the relevance of John Dewey in the 21st century classroom.