How The Continuity Of Education Changed Since The 1920's

The institution of education has changed since the 1920s. The education students receive today is drastically influenced by the technological advancements of the centuries. The pedagogy of schools todays is different than that of our parents education, and their parents education too. In fact, the education system is always adapting to compete with the social changes within a society. However, with this said, indoctrinated into the BC education system is a set of core values that has seen its self continued in the practice of education for over 80 years. Documents dated from 1927 to present day best reveal the changes and continuities in the curriculum over time. Consequently, The purpose of this paper is to show the most significant of these

In this pursuit of a conscious Canadian citizen, there has been certain objectives that have been present throughout achieve this. The social studies curriculum was created to give students the ability to "gather reference material, evaluate it, and draw conclusion that will help in interpreting life of to-day"; moreover, "to increase the ability to observe and interpret environmental factors in their geographic, historical and civic relations.”15 These are just two of the many points made in the Junior High Social Studies--General Statement 1927 document expressing the need of a curriculum producing critical thinkers. Also present in the History and Citizenship--Grades Four to Six (1936) document is critical thinking. In that article, it is expressed that an emphasis of the curriculum is "upon thinking, appreciation , and understanding."16 As expressed in the earlier paragraphs, "appreciation" is a conduct for the creation of a loyal citizen, aware of the struggles of the pioneers, and the change that has taken place in Canada from then to now. "Thinking" refers to the critical thinking skills of our thought processes.17 The following sentence confirms this as it expresses the goal of developing one's critical thinking, open-mindedness, understanding and tolerance, because the development of these aspects will see the creation and maintenance of a sane and orderly society. Through the study of History, the document instructs that pupils should have an understanding and pride in the heroism of their ancestors, and they should understand the evils of war and how it is a threat to our civilization.18 Additionally, they should have a critical approach to these lessons, and be taught to be tolerant of views, rights and privileges of others. Included in this document is a section titled Securing