i. The traditional curriculum
The traditional curriculum is conceived in terms of different subjects of study. Each subject is treated in isolation from other subjects. Exact scope of each subject is defined. Primary consideration is the subject, not the child. Some of the glaring defects in the traditional curriculum are mentioned as under:
1. Subject-centred.
The traditional school curriculum is subject-centred. It is narrowly conceived. Various subjects are divided into water-tight compartments, with little possibility of correlation. Knowledge that the pupils receive, is not integrated and systematised. Moreover, this knowledge has no relevance to life in society. It only prepares the pupils to join college and not life.
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2. Emphasis on Memory Work.
The traditional curriculum demands lot of memory work by the students. The students are required to memorise the subject matter given in text- books. The text-book generally creates a boundary beyond which they are not to go. Knowledge is learnt for its own sake. The student’s mug up knowledge in order to pass examinations after the examination, the students are quite blank. No attempt is made to develop initiative, self-reliance, mental alertness, originality etc.
Highlights
The traditional curriculum is conceived in terms of subjects of study;
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Its defects are
- Subject centred
- Emphasis on memory
- Not comprehensive
- Rigid and static
- Not child-centred
- neglects cultural values
- lacks co-ordination with other agencies
3. Defects pointed out by SEC
- Narrowly conceived
- Bookish
- Single track
- Over crowded
- Examination ridden
- No provision for technical and vocational courses
- Unpsychological
- Unprogressive
- neglects culture
3. Not Comprehensive.
The traditional curriculum is not comprehensive. Activities and experiences which are not to be assessed in the examinations, but are otherwise useful in life, are totally neglected. Only knowledge items are included. Appreciation, application, skills etc. are badly neglected.
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4. Rigid and Static.
The existing curriculum is rigid and static. The subjects in the curriculum owe their place to tradition. It is rigidly uniform as it is meant for all types of pupils irrespective of their individual differences. Also there are developments taking place in every field. The knowledge which requires very hard labour to learn is learnt easily without much effort.
Many items of knowledge which were regarded as very essential in the curriculum are no longer necessary and have become out of date now. There is a need to substitute such items by something new. As man’s needs are changing, methods of satisfying these needs also go on changing. So curriculum cannot remain static.
5. Not Child-centred.
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The existing curriculum is not constructed according to the needs, interests and capacities of children. It is neither activity-centred nor child centred. It is constructed by the adults to meet the future needs of children. It is designed according to adult standards and values.
6. Neglect of Cultural Values.
The traditional curriculum neglects our cultural values. Indian traditions, customs, values, folklores, music, crafts, arts, religions etc. are badly neglected in the curriculum. Curriculum is not related to the lives and aspirations of people.
7. No Coordination with Informal Agencies of Education:
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here are many informal agencies of education e.g. home, the press, the adios, the television. Besides, there are other social organisations engaged in the task of education. The traditional school curriculum is not coordinated,- with these informal agencies of education.