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- W92811555 abstract "Different people define the word education in different ways, depending on the individual's philosophy. A spiritualist for instance, would see the purpose of education in terms of meeting the spiritual needs of the learner. There is no doubt that many sub-Saharan states are heavily investing in education to attain socio-economic goals. This therefore means that the education package provided should aim at producing people equipped with the knowledge, skills and attitudes to enable them become contributory, and economically stable in the society they eventually settle in. All these characteristics which individuals are planned to acquire through education are enshrined in the curriculum. Making of a curriculum is therefore a political exercise. Like education, different social groups define democracy differently to fit their individual ideologies. In Britain, Bentham (1843) and John Mill (1851) helped popularize the British form of democracy, known as liberal democracy from the Greek idea of participation in political decision-making by all. Liberal democracy replaced this with representative in which political decision making is restricted to a political elite. Secondly, liberal democracy did away with the interpretation of democracy as a distinctive form of social life in preference to the mechanism of protecting the liberty of individuals from undue interference by either government or state. From the aforementioned, the first common ground between curriculum and politics is that they are both concerned about the shape of society, and this is an ideological concern. Both curriculum and politics derive theories behind them from some point, often referred to as ideology. Every curriculum" @default.
- W92811555 created "2016-06-24" @default.
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- W92811555 date "2006-01-01" @default.
- W92811555 modified "2023-09-27" @default.
- W92811555 title "Curriculum and democracy: implication of the linkage on today's basic education curriculum" @default.
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