mercredi 22 juin 2016

IMPORTANCE OF PHILOSOPHY

Content of table


 


Introduction


     It is evident that, humanity finds himself married to an unavoidable nature which he is supposed to master. With this in mind, man has a yearning spirit for a perfect knowledge of himself and nature in order to live peacefully with his environment reason why he engages into philosophical enquiries of all sort but Science has always given serious slaps on the face of philosophy when placed side by side in an arena because, they view reality from different angles. Our objective is to demonstrate the value of philosophy. Philosophy apart from the celebrated etymological definition as the love of wisdom, in this context can be defined as the process of raising puzzling questions about reality and attempting to answer them from their ultimate cause. In a world dominated by science and technology, can we say that, philosophy is of any value? Considering that as the days go by, the world is pushing towards a more reflective approach of conflict resolution, we cannot completely wipe out philosophy from the scene. The value of philosophy has been limited by some views which of course render it cripple like is the case with other disciplines. These limitations are explained below. We shall proceed with a critical analysis. The first part will constitute the limitations of philosophy, the second part will consist of the importance of philosophy, the third part will demonstrate the place of philosophy in relation to other disciplines.

I – The rejection of the importance of philosophy

     This chapter aims to present the philosophy as an activity rejected by many considerations. The first element of reject of the philosophy is its abstract character; the second element is philosophy as a degenerating element of moral standard, the third is philosophy as a matter of non conformism and fourth the unpleasant appearance of certain philosophers
     Philosophy is regarded as a bunch of  speculation as a result of its vast investigative nature in the search of the truth and as such, it is argued  to have no place in a world dominated by science and technology. Some people even call it philosofiction i.e. the love of fiction and as well see the philosopher as a dreamer since he is in constant search trying to grasp what he cannot know for sure. Karl Jasper confirms this when he says that, philosophy is being on the way. For this reason, philosophy is seen as a secondary task or hobby i.e man must first and foremost satisfy is basic needs then philosophy can come after since a hungry man is an angry man and philosophy cannot put food on the table, provide shelter for human beings nor can it provide cure for diseases like practical sciences and technology does. Philosophy in this context is seen as an optional object of relaxation after solving all the basic problems since the African proverb says that, a man cannot leave his house on fire and go chasing after bush rat. In this light, philosophy is regarded as valueless.
     The vehement refusal of the existence of God by some philosophers such as Nietzsche who says that God is dead provoke a fall in societal moral standards since everyone will behave the way he wants, men will not value each other, the value of material things will be the order of the day with the rich suppressing the poor, people will be living as if they are in a jungle and life will become a survival of the fittest as Jean Paul Sartre thinks. Mankind live in peace and harmony with each other for the fear that, there is God, and of course minor social problems arise and are resolved amicably for the fear that, revenge will lead to punishment hereafter. Humanity is comfortable with this, for the existence of peace in the society. If philosophy advocate the contrary with the rejection of God’s existence, then the society feels that, it is of no importance. Moreover, it is a mere submission to the fallacy of argumentum ad ignorantiam because, if they cannot reason to the existence of God, instead of accepting the limitation of their reasoning or their ignorance, they draw the conclusion that God does not exist.
     Considering that, philosophy is critical to every socio economic and political structure, it is regarded as an element of revolution and does not conform to established principle but rather causes disorder. We can cite the examples of the ideas of Karl Marx advocating for a classless society which instigated the citizens and eventually led to the Russian Revolution and the philosophical ideas of thinkers like Jean Jacque Rousseau which instigated the French Revolution 1879 that led to the overthrown of Louis XVI. All these were characterized by riots, destruction of human lives and properties, the inability of businesses and industries to function properly etc. this could have been resolved using dialogue and not violence in order to avoid human and material loses but because of philosophical ideas which were critical, the people felt cheated and engaged In violence. In this light, if philosophy is an architect of violence, then it is argued that, it is not useful to the society.
     The History of Ancient western Philosopher teaches us that, some philosophy predecessors behaved as if they were cut off from reality. Socrates per say was very shabby in dressing and always lost in thoughts (what most people will call day dreaming). Thales is said to have fallen into a pit while observing the sky and Diogenes was walking with lighted lamps under the guise that, he was looking for man. All these are forefathers of philosophy who are supposed to be looked up to as role models. This has pushed some contemporary philosophy teachers to be dressing in cloak of mystery and appear as masquerades in the name of they want to look like Socrates and end up scaring people away from the discipline. These attitudes give the impression that, the philosopher is outdated and has nothing to do with practical life and has pushed most parents nowadays to promise their children hell if they offer philosophy as an academic discipline for it has no value.
     All the above are attempts mostly by non-philosophers to put a nail on the coffin of philosophy but the other part of the work that follows will give some resurrection to philosophy and off course put some smiles on the face of philosophers as it will be establishing the importance of philosophy.
                  5 The incoherent and stagnant nature of philosophy
          Philosophy seems to be marked by disagreement and lack of progress from birth, this has pushed philosophers to be turning around the same problem since the ancient period to the contemporary period without solving them under the guise that questions are more important in philosophy than answers as karl jasper puts it. This pose a problem because, other disciplines will ask the question, if every discipline was asking but questions, who then will solve problems? The incoherence among philosophers can be seen with Thales who said everything came from water, Anaximander said its air, and anaximenes said it’s an apeiron just to name a few. These differences ended up solving no problem. Averroes was quick to discover this mix up amongst his fellow philosophers in the medieval period then wrote on the incoherence of the incoherence of the philosophers. With the inability to solve basic philosophical problems, philosophy jumps into other disciplines and one would hear appellations such as philosophy of history, philosophy of science, philosophy of religion. This give an impression to non philosophers that, philosophy is a jack of all trade but master of none as such, it is looked upon as a no content discipline.

II- Importance of philosophy in the whole of life

     The aim of this chapter consist of presenting the capital place or importance of philosophy in the whole of life. This importance is manifested through firstly, the consideration of philosophy as a tree in  Descartes perspective secondly, as an instrument used to fight ignorance according to Plato and thirdly, as a means of liberation and guide of  life in the Njoh Mouelle’s terms and fourthly, as an agent of development in the Towa’s perspective.    

1 – Philosophy as a whole of knowledge and as a tree according to Aristotle and Descartes

     On the epistemological point of view, philosophy in life is capital for men. To Possess philosophy is like have the whole of knowledge. It’s in this context according to Descartes that philosophy can be compared to a tree. Before Descartes, Aristotle thought in the same way. In the ancient period, philosophy was considered as a science and philosopher as a skillful scientist. Philosophy was an encyclopedic knowledge, the science of supreme knowledge and the philosopher an erudite of knowledge. It was above of all others sciences and the philosopher had a panoramic regard on the whole of the things. It is in this sense, that, we can understand Aristotle’s assertion “Le philosophe est celui qui possède la totalité du savoir dans la mesure du possible” In this perspective, Aristotle regard philosophy as an activity which contains the whole of knowledge, therefore the person who practices that activity possesses the knowledge in all measure possible. It’s a person who can say something in any aspect of  life.
     According to Descartes also, philosophy can be represented as a tree where the roots are metaphysic, the trunk is the physic and the branches are the others sciences which can be summarized in the medicine, mechanic and morality. In Descartes’ logic, possession of philosophy is possession of the whole of knowledge which essentially is metaphysic, physic, morality, medicine and mechanic. In Principe de la philosophie, the father of cogito asserts that, philosophy can be considered as: “ Un arbre dont les racines sont la métaphysique, le tronc est la physique et les branches qui sortent de ce tronc constituent pour l’essentiel la médecine, la mécanique, et la morale”. In that context, philosophy is at the same time science of the whole and wisdom. Wisdom in the sense of Descartes is “ La prudence dans les affaires, la parfait connaissance de tout ca que l’homme peut savoir pour la conduite de sa vie, pour la conservation de sa santé et l’invention de tous les arts”. Philosophy therefore, is not only important, but also necessary and urgent for life. With the knowledge which comes from philosophy, it is possible to guide life well and to fight ignorance like Plato think.

2 – Philosophy as instrument to fight ignorance according to Plato

     According to Jean Rostand, “ Philosopher dans le monde contemporain est une urgence” In his point of view, philosophy in our world is urgent; mainly in our society under the value crisis. The main origin of these crises come from ignorance. Plato, since the ancient period, aimed at the fight against ignorance promoted by sophists. Through the allegory of the cave  in  Book VII of the Republic, Plato presents our world divided in to two; the sensitive world and the intelligible world. The sensitive world is characterized by ignorance, prejudices, illusions and obscurity while the intelligible world is the world of Ideas characterized with knowledge, science, wisdom, and the light. The philosopher is the person who leave the cave (which represents the sensitive world) by ascending dialectic and joins the intelligible in order to contemplate ideas and acquire knowledge. After the contemplation of the light, knowledge, he goes down inside the cave and engage the descending dialectic in order to sensitize, re-awaken his colleagues and share with them the knowledge acquired in the intelligible world. The allegory of the cave manifest the will for Plato to fight against  ignorance and prove the fact that  philosopher in society have a mission. That mission according to Plato can be summarized in three ways:
·         Philosophers should permanently search knowledge
·         He should share  this knowledge to his fellow human being
·         He should participate in the construction of his society
We can see with Plato, that philosophy is an instrument to fight ignorance; philosopher is an educator for the society. It is in this context which was possible to see Socrates teach his fellow human being in the public place called “Agora”. Philosophy fights not only against ignorance but also against fanatics and dogmatism. It is because it fights against all these problems, that Descartes thinks “C’est proprement avoir les yeux fermés sans tacher jamais de les ouvrir que de vivre sans philosopher”. In other words, life without philosophy doesn’t have sense; because philosophy is a means of liberation and guide for the human existence.

3 – Philosophy as a means of liberation and guide for human existence according to Njoh Mouelle

        Philosophy is the voices of liberation. Man must get rid of the chains that maintain him in servitude, anti-reason, and unintelligence. Ebenezer Njoh Mouelle intends then to indicate the ways that the lunatic, the mediocre, and the critical man should follow to free themselves of their animalistic conditions. Philosophy will permit themselves to know the intellectual and moral ascension that they would leave out of the cave in which they are jailed by the chains of their ignorance. In that situation one is fascinated by falsification, inauthenticity, acculturation and depersonalization. That person is living  between African and western pseudo values. It is a crises for man not knowing in spite of his studies what can he do and what he is not supposed to do, what he should  believe and what he should not believe. He is afraid to die of witchcraft, the owl that sings in the night, he run to consult his diviner for some bad dream. Without reflection, he has to ask questions, change his ways and stop living like a blind in modern time. He equally has to adopt an important model and make his voice heard to prove that he is above the others. Unless this is done, he hasn’t broken the chains that maintain him in ignorance.
*Accession of liberation
     It is the passage from alienation to liberation that is done by critical elevation only able to replace darkness with light. It is a transcendental attitude and the creative liberty leading to well-being and development.

4-Philosophy as an agent of development

     Development is the growth, progress, evolution that is, the passage from a lesser stage to a superior one. In clear terms, development is the improvement both qualitative, quantitative progress, lasting or even irreversible of the conditions of life of   individuals and the community. The development takes us back therefore to economic growth in the technical and scientific realization (roads, bridges, buildings, food, lodgings energy availability, drinking water, schools, hospitals…). But to stop there that reduce development whereas one knows with Njoh Mouelle that, development is  not that a possession of wealth’s because he says: “One can be poor decreased in being in the middle of numerous materials goods to have must be subordinated it to the being and no the opposite”
     The absence of instruction, of loyalty, absence of rationality, dynamism, imagination and creativity, don’t favor development. Philosophy fights against this lacks for a complete development.

III – Importance of philosophy in relation with others sciences

     In order to clarify the importance of philosophy in relation with others sciences, with others activities of knowledge or subject matter, this part wiill analyze philosophy in comparison to science, to religion, to politic and to social science in general. 

1 – Importance of philosophy in comparison to science

     Sciences as a discipline come from philosophy because from origin, philosophy    considered itself as science.  So  what  we  call  today  sciences  were  the  branches  of  philosophy.  It  is for  this  reason that,  ancient  philosophers  reflected  on  the  objects  which  are  the  objects  of  modern  sciences.  For examples:  time, motion, reality and so on. That is why  Karl  Jaspers  in his  book  introduction  to  philosophy:  The  Way  Of  Wisdom  writes:  “philosophy  has  from  its  very  beginning  look  upon  itself  as  a  science  par  excellence”.  To  achieve  the  highest  and  most  certain  knowledge  is  the  goal  that  has always  animated  its  devotees.  Then the contribution of pre-socratics to modern sciences is considerable. On  mathematics  we  cannot  forget  the  famous  theorem  of  Thales  and  on  astronomy  we  know  that  he predicted  the  eclipse  of  the  sun.  Anaximander  is  the  father  of  the  evolutionists  because he said  that  in  the  beginning  man  was  born  from  animals  of  other  species.  Anaximenes  discovered  the  theory  of condensation  and  rarefaction which  amount to modern  scientific terminology.  Pythagoras   is  known  as a great  mathematician  because  of  his  famous  theorem  on  triangle  called Pythagoras theorem. Parmenides established made the difference between reality and appearance.  Zeno worked  on notion of  motion  and  space  which  are  very  important  to  modern  physics.  Empedocles  contributed  to  the  growth  of  medicine  proper  and  we know  also  how  the  notion  of  love and  hate  were  important  to  the  theory  of psychoanalysis  of  Sigmund  Freud.  Anaxagoras  taught  that  the  sun  is  red-hot  stone  and the  moon  is  made  of  earth.  The  atomists  showed  that  there  are  an  infinite  number  of  indivisible  units,  which  are  called  atoms.  These  atoms  are  very  important  in  modern  sciences  especially  in  chemist  and  in  biology.  These are the contribution of pre-socratic to the modern sciences.  And  for  any  reason  we  cannot  say  that  philosophy  is  useless  because  it contributed  to  all  domain  of  sciences:  mathematics , astronomy , physics , chemistry ,medicine , psychology , and so  on .It  is  for  this  reason  that  Karl Popper  writes  an  articles  titled : Back  to the  pre-socratic .  Plato and Aristotle contributed also too much to the modern sciences. Plato  showed  the  importance  of  mathematics  in  the  other  sciences  because  for  him  mathematics  was  the  model  of  sciences, and  we  know  the  importance  of  mathematics  in  modern  sciences.  It  is  the  language  of  sciences  and  any  science  cannot  pretend  to  be  objective  without  mathematics.  Plato  also  contributed  in  astronomy ,  physics ,psychology , biology and so  on .Aristotle  is the father of  modern  sciences.  The  space  which today  is  object  of  the  study  in  the  modern  astronomy  and  physics,  has  been  studied  by  Aristotle .  He  showed that,  the  universe  consists  of  two  distinct  worlds:  the  superlunary  and  sublunary .  In  the  superlunary  world  are  stars , which  are  imperishable  and  undergo  no  change  other than  that  of  local  motion  their  motion  being  circular  and  not  rectilinear, as  is  the  natural  movement  of  four  elements. Aristotle  stated  that  the  earth  is spherical  in  shape,  it  is  at  rest  in  the  centre  of  the  universe. This  is the geocentric  theory  in  astronomy  which  has been replaced  by  the  heliocentric theory.   So these  contribution  showthat, philosophy  has  contributed  much  to  modern  sciences. And  we  can  also  say  that  sciences  never was free  from  because  many  scientists  became  philosophers and are still. It is not possible to do science   seriously without philosophizing.   

2- Importance of philosophy in comparison to religion

           Philosophy has also brought a great contribution to religion  this contribution can be  idea of God , from the  ancient Greek  philosophers , and the  enlightenment  of the faith by  reason in the  medieval  period .
     The idea of God which is objet  of religion did not have its origin only in bible but in the  ancient Greek philosophy. For Greek philosophers, God is conceive as cosmic reason or a cosmic law , or as fate  and  providence as Karl Jaspers  wrote in his book, introduction to philosophy; the way to wisdom At about 500 B.C .Xemopprome proclaimed. There is only one God not resembling mortals neither in his aspect nor in his thought. Plato calls it the Good, the source of all knowledge.
     In the medieval period , philosopher were  also useful for religion to progress .  Philosophy and religion were often oppose because one is critical thinking and another  was made up of dogma . Philosophy became the servant of the religion and philosophy has been used to prove the existence of God, to solve the problem of evil in the world and other Religious issues. Then philosopher contributed  much in religion,  discarder  has proved the  existence  of God by the anthological argument and by the  idea of imperfection  that man has .Anselm conceived the  cosmological argument to provide the existence of God . in the medieval period  , we know that the work of Plato provoked a great  interest to Augustine of hippo and the work of Aristotle  was useful to st Thomas  Aquinas  and  to Islamic philosophers like  Averroes. These philosophers used the work of plato and Aristotle to defend the idea of God and also, an attempt to solve the problem of evil. Therefore we see that religion needed philosophy to strive and to enlighten people’s faith.
     Considering the Cartesian definition of philosophy which takes the philosophy “as a tree, of which roots are the metaphysics, the trunk is the physics, and branches which come out of this trunk are the all other sciences, which reduce itself at three mains, to know the medicine, the mechanics and the moral”[1], the philosophy becomes opened to the all other disciplines or domains. Thus, it is not easy for us to mention its importance and the all domain, but let us begin with the political domain.

3) Importance of philosophy in comparison to politics.


     By definition, politics is an action leaded or guided by a group of persons who target or aim to conquer the power and into a state, to direct it and to maintain it. The conquest and the direction of the power push the politicians to use the all means (lying, killing…) and strategies without measuring their consequences. It supposes that there is not ontological axiology and the reasoning in political activities. The philosophy, thereby, is different from politics and must be the welcome by political actions.
     As a critical, rational, activity and love of wisdom, the philosopher by these exigencies, must take politics as the subject matter of reflection so that the word politics conforms itself to the Aristotelian definition of term of politics as “the sovereign science and at more high organization point. […], it is the political science. It determines what are the indispensable sciences in the states, fixes what  each citizen must learn and in what measure.”[2] It means that it is not politics itself which is the bad thing but  the politicians  behaviours which are  posing problems. Thus, the political philosopher is invited to criticize, to organize, to direct and to manage rationally the political activities by beginning per its means to conquer then to the management. Philosophers must integrate the justice and ethical notions in politics, justice which must be in Aristotelian term “what is just is equal and belong to everyone”[3] It is in the same trend of idea that Plato, in front of the political system of his period thought that “Finally, I understood that all actual states are mismanaged, because the legislation is early incurable without energic preparations linked to happy circumstances. I was then brought to glorify the true philosophy and to proclaim that, at its alone light, one can recognize where about the justice is into the public live and into the private live. Therefore, evil will not stop for the humans before the arrival of the race of the pure and authentic philosophers into power or the chiefs of cities, by divine grace, they put themselves to philosophize thoroughly.”[4] It means that in the face of political activity, the philosopher is called to obligatorily intergrate reason until at the cost of their live as the case of Socrates presented to us in Apology of Socrates by Plato. That is why beyond political Sciences, there exist political philosophy which is considered as an epistemology of political activities. And it is at this level that we must remind ourselves of the transformation of certain political systems such as tyranny and the monarchy in other to establish democracy grace to the activities of reason.

4) Importance of philosophy in comparism to other social sciences

     Philosophy like other social science disciplines, study  man in relationship to the whole. Social sciences like sociology per say, study man as  member of society having a culture.It searchES to know or discover the different culture without examining them.It is for this reason that the anthropological approach does not make a difference among cultures by establishing which is good and which is bad. These social sciences do not question the cultural practice.
whereas, philosophy studies man in his dualist reality. philosophy studies man in the society  holistically by considering his spiritual dimension as well. The instrument used to study the spiritual dimension in philosophy is the reasoning. However, the social sciences describe the culture and search to know the spiritual dimension through the culture. Philosophy questions the reliability of their method of investigation and their results. And it is these examinations which contributes to build and to ameliorate the social sciences. Moreover, the social sciences use philosophy in their hypothesis and  interpretation because to establish  a hypothesis and interpret them is a philosophical activity. That is why beyond the difference which exists between philosophy and social sciences,philosophy contribute in the building social sciences. And concerning the social plan, the philosopher poses the bioethical question in  all domains.

Conclusion


     According to Plato, a world without philosophy is like a cave with people who have been tied on one position without the ability to know anything for real but then are very convinced by poor copies of real objects which they take for reality. These type of people are very dangerous to the society. Philosophical knowledge though with its own pitfalls, helps to wipe out certain societal ills thereby encouraging social integration amongst people in the society. Philosophy through logic, provide men with a sense of correct reasoning and sound judgment, through ethics, provide men with a sense of moral awareness and through politics teach us truly how the society is supposed to be governed. That’s why Plato said that, either philosopher become kings or kings become philosophers. With all these, philosophy like any other discipline has its own limitations then striving towards perfection and of course, should not be branded as valueless for it humbly contribute in its own way to the growth of knowledge and by extension, the development of the society.

Bibliography:

Aristotle, Ethique de Nicomaque, Liv-1, Garnier- Flammarion, 1965.

René Descartes,  principes de la philosophie, Gallimard, Pléiade, 1985.
Platon, œuvres complètes, Book VII, Gallimard, La pléiade, 2 vol., 1950.
Descartes, Méditation métaphysique, Union Général d’Editions, Paris, 1986.   
L. Robin, Aristote, Paris, P.U.F., 1944.   
Platon, Apologie de Socrate, Trad. Claude chrétien, Paris, Hatier, 1993.
Ebenezer Njoh Mouelle, De la médiocrité à l’excellence, Yaoundé, CLE, 1997.    




[1] René Descartes,  principes de la philosophie, Gallimard, Pléiade, P. 566
[2] Aristotle, Ethique de Nicomaque, Liv-1, Garnier- Flammarion, 1965, P. 5
[3] Ibid. P.108
[4]  Lettres, VII, Trad. L. Robin, 1989, P. 21

Outline and explaination Wheeler’s phases of the curriculum process and discuss the task of curriculum implementation



Introduction
     The concept “curriculum” is derived from two Latin words, “Currere” which means to run and “Cursus” which means a course or program or plan. Etymologically, Curriculum means to run a course or a program. Today its comprehensive or its definition is not standard because there are many educationists view and models of curriculum process. About curriculum model, we can say that it describes the process of curriculum development according to the view of each other. That is why we have many different models which have different components depending on the designer’s curriculum approach. Curriculum models give the aim, method of achieving and how it can be evaluated. Among Curriculum models, we can have: the Tyler’s model, the Wheeler’s model, the Kerr’s model, Skilback’s model and that of Lawton model. But, for us, we are going to interest ourselves to Wheeler’s model. So, on what Wheeler founds his model? What are elements of that model? Here, it is question for us firstly, to outline Wheeler’s phases of the curriculum process; and secondly to explain these phases.        

1 – Outline of Wheeler’s phases of the curriculum process
     Wheeler (1967) described the curriculum as a process which consists of five phases which are interested. The phase one is that of the selection of aims goals and objectives. Here, Wheeler categorized goals into ultimate, mediate and proximate goals. He also recognized general and specific objectives. The phase two is that of the selection of learning experiences. The author locates learning experiences in the attainment of aims, goals and objectives. He cited play and field trips as examples of learning experiences. He categorized learning experiences into three categories: physical, mental and emotional experiences. The phase three is that of the selection of the content. That selection involves the selection of the subject matter which must be the reflect of the content. The content, explicit or implicit is established with respect to the subject matter. The phase four is that of the organization and integration of learning experiences and content. This phase is done depending on the design of the curriculum chosen. That is either Whether it subject curriculum and broad field, activity or core curriculum. The last phase is the phase five entitled evaluation. This phase is that of the evaluation of the effectiveness of phases 2, 3 and 4 in attaining what is set out in phase 1. In this phase, answers should be sought to question such as: - Has the student acquired the knowledge, skill and abilities intended? – Were the experiences chosen suitable for attaining the objectives or would other experiences have been more suitable? – Was the integration of experience and content effective or was learning compartmentalized? – Would a different organization have brought about better results?




2 – Explanation of Wheeler’s phases of the curriculum process
    Wheeler’s model is an improvement upon Tyler’s model. Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal. Finding from the evaluation are feedback into the objectives and the goals which influence other stages. This model illustrates the dynamic nature of the process of curriculum development. It goes on as the needs and interests of society change and the objectives also change.  
     Now, when we analyze the Wheeler’s model of the curriculum process, we observe that the first way that he presents is the section relative to Aims, goals and objectives. Here, it is question to give the main ideas which compose the syllabus and it shows how, before evaluation it is important to define, in theirs generality, particularity, ultimately, immediately ant proximately, objectives which will guide or construct syllabus. After this stage, we can go to the selection of learning experiences. Here, it is necessary to include physical, mental and emotional experiences in the process. The selection of content, as we said previously, involves that we select the subject matter which will constitutes the syllabus. The organization and integration of experiences bring us to choose the area or domain of activities in which we can realize the subject curriculum. The last one, evaluation shows if student have acquired the knowledge.
     Nevertheless, notice that, Wheeler’s model does not gives us the specificity of the beginning or the execution that curriculum takes place. Therefore, we can say that, this model is deductive; this means that it gives us the main idea which is important to construct or establish syllabus and its contents. In other words, it goes from the general to the particular and prescriptive. Thus, in guise of summarize, we can say that this model is deductive and prescriptive but non linear.
     In addition, according to Wheeler, these phases are interrelated to one another. He thinks that curriculum development should be continuous that is why he puts them in a circle form, it is deductive and prescriptive not in linear form like Tyler’s model. Curriculum to him is a process which is cyclical. It is circular because for him, when we evaluate, we do not end; he puts evaluation at the end of the curriculum development process whereas other models put evaluation at the middle of the process like the ADDIE[1] model.     
Conclusion
Finally, we can say that Wheeler’s model is one based on five phases according to which: aim, goal and objective; learning experiences; content; organization and integration; and evaluation.  As we saw, Wheeler developed a cyclical model in which evaluation is not terminal. Because, finding from the evaluation are feedback into the objectives and the goals which influence other stages. That model differs from that of Tyler which is linear.
 


Introduction 
     In curriculum implementation, a teacher does more than just implement curriculum. While curriculum specialists, administrators and outside education companies spend countless hours developing curriculum it is the teachers who know best what the curriculum should look like. After all, they work directly with the students who are meant to benefit from the curriculum. In order to create strong curriculum teachers must play an integral role in every step of the process. Our aim in this exercise is not to analyze the role of teacher in curriculum implement, but to outline and discuss the task of curriculum implementation. Before examine that task, we will present different component of curriculum implementation in order to the key components of what we are going to analyze the task.
Presentation of the outline and discussion of the task of curriculum
     Before, presenting and discuss the task of curriculum implementation, it is important to analyze the components of curriculum implementation. When we talk about component of curriculum implementation, it refers to: the process of cooperatively implementing the curriculum and performing assessment to meet the needs of all students culturally responsive curriculum, a curriculum that is contextually relevant to all students, including culturally and linguistically diverse learners evidence-based curricular interventions, specific teaching and learning techniques with demonstrated effectiveness for their intended purposes in research and validation studies, comprehensive curricular programs that have been developed, researched, and validated to be effective in teaching and learning (e.g., a reading curriculum), an educator with specialized skills who provides targeted curricular supports to struggling learners using either push-in or pull-out methods, grade- or age-level academic and behavioral standards learner and the Curriculum, a student who fails to exhibit adequate proficiency or rate of progress toward academic and/or behavioral benchmarks, educational tools used by students to promote more efficient and effective task completion (e.g., various reading rates, time management skills, library usage abilities), strategies used by students to increase access to and retention of curricular content and skills (e.g., active processing, rehearsal abilities, coping skills)
     Curriculum implementation or operationalisation implies taking steps to ensure that the curriculum developer reaches and is used in schools. It also involves interaction with learners during the delivery process in the classroom. This process involves:
-         Breaking down the curriculum into the syllabus
-         Interpreting the syllabus by producing some outlines into chapters per stated chapter of time. We can have like an example: year, term or month.
-         Lesson plans which are guidelines draw up to help the teacher in conducting classroom lessons. They can be general or specific.
About general lesson plans, we can say that there are topics or chapters plans which are drawn up to indicate the major objective to achieve in a specific topic or chapter. Unlike the general, the specific or individual lesson notes are known as daily and are an outline of the important aspects of a lesson arranged in the order that they are to occur.
Learning targets
     So, the task of curriculum implementation concern in addition, learning targets. Here, each subject can be broken down into a number of modules. For example, perceptual training and motor co-ordination are essential modules in the subject of Perceptual Motor Training. The teacher might need to translate these modules into concrete learning targets for actual teaching in the classroom. It will be more beneficial to the children if these learning targets are defined in terms of different types of outcome such as skills, behaviour, knowledge, attitudes, values and interests.
Planning learning targets
     Another task is the planning learning targets. Here, the teacher can plan the learning targets that make up the modules in the following four basic steps: The first consists to specifying Learning Targets in behavioural Terms. This means that all learning targets should be expressed in observable behaviour or skills. For example, when instructed, the children are to button up their shirts with six buttons for four times. The second consists in setting teaching Priorities. So, because a very important part of curriculum implementation is that the teacher should consider carefully the order in which learning targets should be learnt. It is logical to put learning targets requiring lower level skills before those requiring higher level skills, for example, teaching the children to draw lines before teaching them to write. In some cases, the targets themselves may form a definite sequence or hierarchy when the skills actually come in a continuous or chained sequence, for example, putting on a shirt and buttoning it up. Some higher level targets can be learnt more quickly after the pre-requisite skills have been mastered. For example, learning to write will become easier when eye-hand co-ordination skill has been acquired. It follows that unrelated targets can be learnt in any order. The third consists in specifying; specifying the baseline assessment procedures for instance.  This is the specification of the procedures to identify the current skill level or the pre-requisite skills of the children. The assessment enables the teacher to know whether or not the children have acquired the pre-requisite skills required for learning the target. The fourth is procedures for Writing Programmes to Teach Target Skills With the pre-requisite skills of the children known, the teacher can then design learning materials to help them achieve the target skills. The learning materials should be designed in small steps and in order of difficulty. The teacher should choose the appropriate step for the children according to their pre-requisite skills, so as to bridge the gap between their pre-requisite skills and the target skills.
Time allocation

     Another task is the place for time allocation. Time allocation is one of the major concerns in curriculum planning. It is for individual schools to decide how the curriculum is to be organized in terms of content and time allocation. Basically, flexibility should be allowed so that the varied needs of different schools, classes and individual children can be met. In designing a time-table, apart from classroom availability, options, etc. other variables such as the children's abilities and learning needs, should be given prior consideration. At different stages of development, the children require different skills to help them cope with those needs which are characteristic of a particular developmental stage. Priority of learning should therefore be given to these skills and emphasis in training should vary according to the present and future goals of these children. The understanding of the children’s needs will facilitate time-table arrangements, with due weight given to various subject areas. Apart from basic and functional academics, the children also need to develop their capacity to respond appropriately to sensory and social experiences, regardless of their ages and abilities. This involves the exploration and understanding of aesthetic and creative experiences, which may be integrated in any part of the curriculum. Music, Art and Craft and Physical Education contribute particularly to such development. The children also need to acquire these skills as leisure time activities. In considering the allocation of time to these areas of learning for both the junior and senior sections of the school, similar emphasis should be given.

Classroom arrangements

     Another task is classroom arrangements in curriculum implementation.  Classroom arrangements should provide a favorable environment and atmosphere conducive to learning. This requires good planning in the use of space, arrangement of furniture, display of learning materials, etc. Flexibility should be allowed so that the arrangements can vary according to the type of learning activity adopted at the time. For example, desks and chairs can be arranged in groups rather than in straight lines so that the children can work in groups of various sizes according to their different abilities and learning needs. To provide the children with maximum exposure to a diversity of learning environment and experiences, the following learning corners/interest areas are suggested as possible variations: reading corner, creative work area, nature corner, self-care corner, educational toys corner / toys resources room  role play area. These learning corners and interest areas serve different purposes. For example, the reading corner is for the display of light reading materials for casual reading; the educational toys corner is for the children to learn through play; the nature corner serves to nurture in the children the love of plants and animals as well as the way to look after them and the creative work area helps with the development of creativity in the children. The children should be asked to remember where the various materials are kept and to put them back after use. Therefore, these learning corners and interest areas can provide them with a wide range of learning experiences. So, to enhance the learning environment, display boards are valuable display areas for the children's work, group projects, charts, diagrams, photos, cut-outs from newspapers or magazines, etc. all of which have much to contribute to the children's learning and enhance their sense of achievement.

Assessment

     Assessment is another task in curriculum implementation. In effect, a well-structured curriculum should enable the school to follow a procedure of teaching intervention, incorporating assessment, programme planning and evaluation. To achieve this aim, criterion-referenced assessment designed by the teacher is recommended. Assessment should not be seen as something external to the learning process or something added on at the end of a learning sequence simply for administrative purposes or as a means of reporting to parents. Rather, it is an integral part of effective learning, whereby the children are provided with feedback on their progress. The teacher should plan in his scheme of work the learning experiences which he will provide for the children. Similarly, as part of his scheme of work, he should also plan the assessment of the children’s progress.

     The assessment can be followed these approaches: Purposes of Assessments: (To identify the children's learning needs, To help the teacher plan educational programmes for the children, To indicate which specific educational objectives have or have not been achieved, To serve as continuous evaluation ) ; Process in Assessment: (Identifying the children's learning needs, Assessing the children's baselines in specific subjects and establishing their pre-requisite skills, Setting learning objectives, Implementing curriculum programmes, Implementing curriculum programmes, Evaluating the effectiveness of curriculum programmes & Making adaptations to curriculum programmes.); Assessment Flow Chart; Methods of Assessment. For this last point,  when evaluating the children's performance in terms of specific criteria set, the teacher has to analyse the curriculum and the method of instruction used before he can develop appropriate assessment to identify the children's learning needs. As the teacher knows the children better, he is in a better position to assess their learning needs.
     In order to gather relevant information and collect observational data, assessment designed by the teacher should be used to measure the children's specific skills and abilities. The assessment may be in the form of checklists, paper-pencil tests, interviews or observation of the children engaged in activities. They should be individually administered both at the beginning and at the end of the teaching period, so that the children's progress can be measured. The assessment results will then reflect the children's strengths and weaknesses. Assessment is thus an important part of the teaching process.
We can add; the role definition of each stakeholder, the scheduling, professional training who are concerned with preservice and service training. The main difficulty, as we saw, of these tasks is coherent realization in the school life of everyday. 
Conclusion
     At the end of our work, we must just remind the fact that it was question of the task of curriculum implementation, mainly its outline and discussion. In regard to that, time allocation is one of the major concerns in curriculum planning, the role definition of each stakeholder, the scheduling, professional training who are concerned with preservice and service training. Assessment is another task in curriculum implementation. Another task is classroom arrangements in curriculum implementation.  Classroom arrangements should provide a favorable environment and atmosphere conducive to learning.



[1] ADDIE means : Analysis Design Development Implementation Evaluation