`Curriculum integration is an approach that has a solid historic background as its fields were created in trial to shape the universe; this was politically motivated. Educational restructuring has its origins that are as far back as the progressive epoch. This was an era that had educational changes that were focused on the emphasis on the creativity of students, natural learning student involvement, and relevant outcomes. The integrated curriculum has its grounds on the belief system. Followers of the progressive form of educational changes supposed that the diverse disciplines hindered learners from making relations between the subjects that were different. Consequently, the applicability of the material was reduced.
Teaching is an activity that has increasingly become more composite. This is due to the factors of the substantial extent of educational reform; several advances have appeared, one the most significant being the including integrated curriculum. An integrated methodology to teaching backs up the fact that when subjects or schemes are combined, students are capable to make connections that are meaningful and appropriate between the diverse disciplines. In addition to the sign a more philosophical interpretation of the material, replication between the subjects drops. Integrated curriculum backs up a notion that a person’s direct experience is vital to resolute learning. For that reason, an integrated curriculum is a practical way to facilitate meaningful learning to develop into reality. The notions and belief system that encompasses an integrated curriculum inclines to move from the traditional organization of schools. The integrated curriculum supports that the common truth is not a probability. As an alternative, diverse potentials are present and there is a range of ways to reach an outcome that is sought after, such a methodology take on a post-modern outlook.
Supporters of integrated curriculum have greatly emphasized the fact that learner experience is needed for meaningful education to take place. The integrated curriculum appears to be the finest technique for empowering learners, teachers, and parents. However, a lot of learning institutions are designed where students move from one topic area to the other one, as a result, information is incoherent and the capability to make material pertinent to the lives of the learner's vanishes. Progressives assumed that the process of school learning was so dissimilar to the real world that it had petite or lacked meaning to the average learner. Such assumption regarding the existence of education is introductory to integrated curricular struggles.
Two strong points of view that favor integrated curriculums include. First, there is a lot of information to be covered in the outdated design of the class period of forty to fifty minutes. Secondly, several subjects are taught to learners in separation from other correlated information. Supporters of an interdisciplinary curriculum consider that individuals learn best when coming across ideas that are related to one another. As the modernistic curriculum that is based on lecture stands, it inclines to overlook the requirements and aptitudes of post-modern learners by having a methodology that is departmentalized. Integrated curriculum dismisses disconnection in learning. The nature of the interdisciplinary curriculum is seen as a way of enhancing student motivation via the provision of learners with a curriculum that is concentrated on student-based and frequently selected by the learner.
The integrated curriculum embraces a learner-centered methodology, by the existence of its definition; it deviates from the modernist standpoint. With an integrated curriculum, a correct way to complete an undertaking is not present. Learners are free to arrive at conclusions individually and they are offered several diverse outlooks, giving students the chance to question the assumptions of their instructors. Therefore, via the implementation of an integrated curriculum, instructors are advised to tap into the questions and implications that are created by learners instead of designing relations along the lines of disciplines that are quite diverse. Instructors assist learners to understand the connections and application between the subjects.