Conceptualizing a happy curriculum based on Nell Noddings' perspective

Document Type : Research Paper

Abstract

The main objective of the present study is to conceptualize a happy curriculum from the perspective of Nel Noddings, which was conducted using the qualitative content analysis method. The research field was all primary and secondary sources that addressed Noddings's thought. The results of the study indicate that in the goals dimension, three components were identified: goal orientation (lifelong learner), goal content (critical thinking, creativity, and ethics), and goal selection method (accidental). In the content dimension, three components were identified: content orientation (a wide range of topics, diverse needs, and aspirations of students, connection to real life, and emotional and moral development), content topics (including social studies, world peace, and homemaking), and content organization (through an interdisciplinary approach, decision-making in consultation with international experts in response to local needs). In the teaching method dimension, three components of teaching orientation (establishing a relationship of care and trust, respecting different identities, and creative teaching), the teacher-student position component (teachers as role models and guides, as well as student-centeredness), and strategies (including education with play, cooperative learning, connection with nature and exploration of the place, incidental learning opportunities, dialogue, starting from the big picture and basic goals, using stories, music, and poetry, and promoting the idea of humor and fun in learning) were identified. In the evaluation dimension, two components of evaluation orientation (improving students' comprehensive development, respecting students, reducing competition, being supportive in evaluation, and fostering real learning) and evaluation strategies (teacher-student participation, student-expressed needs, individual abilities, self-evaluation, and also rejecting standardized tests and not using the reward and punishment method) were identified.

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