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By Decker F. Walker, Jonas F. Soltis

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Furthermore, students, parents, and the public have rights in curriculum matters, too. In democratic institutions power normally must be shared with other interested parties. Parents have expectations about their children's learning that they try to get schools to meet. Universities and employers set entrance standards that secondary school teachers are pressured to help their students meet. Secondary schools set standards they hope elementary and middle schools will meet. Students themselves exercise some control over the classroom curriculum by giving and withholding their cooperation and by electing certain courses and not others.

The last chapter provides a number of dramatic opportunities for you and your fellow students to engage more fully in thinking about curriculum and aims. In this chapter, debates and case studies put some of the ideas and issues dealt with in the main body of the text in a form that requires discussions and resolution. We recommend consideration of specific cases and debates to be read and discussed at the end of each chapter. Using them will help you bring theoretical considerations directly into the resolution of practical problems.

The basic tenet of Rousseau's view is that the young child should develop freely and naturally. Emile had a tutor, but the tutor was not there to give and hear lessons. The tutor's role was to allow for Emile's freedom of development and to help it along without lecturing. One example of how this was done was Emile's learning that one should not break windows. One day, in a display of anger, Emile broke the window in his room. His tutor neither chastised him nor made him repair it. In fact, the tutor did nothing.

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