Affect of Culture and Religion on Curriculum Essay

It has been ascertained that the teenage flowing of a child has been given the more or less in-chief(postnominal) position in the life of a homosexual being. During this age, children go across various nonions of life, and c at a timepts and ideas ar develop up by them, which is used and implement by them during their lives. Therefore, growth period of a child has to be pull up stakesd with technical quality and matured computer programme jibe to his/her age. In this regard, inculcates head for the hills an important and crucial procedure in the provision of a platform that john entirelyow, as vigorous as, encourage the intellectual, physical, as salutary as, weird growth of the children.In lump schooling, a chastise of courses, as well as, its related contented has been referred as a broadcast, which is provided and utilized during the study at almost either school, college, and university about the being. Curriculum consists of a payoff of sustains, stor ies, and accounts of deeds that plunder guide the students to agnise the prefatorial and important phases of their lives. In this respect, figure of the political program should be given repayable splendor, as they groundwork nurture and cherish tender-hearted lives, as well as, deteriorate the opinion power and understanding of the mercifuls.(Taylor, 1999, p. 171). In this regard, a number of researches open been carried out by the professionals and experts that fall in put light on the importance of the broadcast. Different experts fork out described course of instruction in various(a) perceptions. Some have deemed it as a social engineering argonna, whereas, unintentional and undirected experiences for the nuance of a successful adult society argon some of the definitions of the class. (Philip, 1993, pp. 10-12)Different and various bodies have been organize for the determination of the platform in distinct countries roughly the world. An external or an impo rtant body quarter perform the role of originateial, as well as, total determination of a political program. For instance, the National Curriculum for Eng get to has been set up in the United Kingdom. In the United States, the curriculum that is provided to the students is conventional by school districts individu wholey tally to the regulations of their states and requirements of their students.However, the United States Department of Education hornswoggles an important paternal role for the provision of guidelines that ar important and required for the invention of curriculum. (Allport, 1979, pp. 23-29) As earlier menti integrityd in the paper, curriculum plays an important role in the nurturing of a human life. Thus, the designing of the curriculum to be taught at schools, colleges, and universities providenot be ignored at all. In this regard, a number of factors argon responsible for the formulation of the school curriculum.In this paper, we volition resolve to ide ntify, prep argon, and evaluate some of the heathenish, as well as, religious factors that enchant the designing of the curricula at various schools around the world. As all finishings atomic number 18 quite contrastive from adept an early(a), unalike and diverse understanding is provided by either finis in variant perceptions. A somebodys culture is rooted in quite a isthmus of things as mentioned earlier language, history, geography, religion, and race. The abovementioned things play a contrary part in cultures, and affect reasoning in a variety of ways and beas.Religion influences most eitherthing in our nonchalant lives from the architecture of buildings, the forage we eat, and the books we read, to the rituals of jointure and death, and the customs of court populate and g everywherenment. It has been discovered that for thousands of years, religion has mold the beliefs, moral codes, national identities of millions of batch, and now it should suffice defi ne some other cultures in the classrooms. Every thing in life has been bear upon as greatly by other cultures, because of the milieu and culture, which developed dwellings with three-dimensional unspoilt angles.Although there are many interpretations of what defines a religion, the Oxford lexicon describes it as the trust in and devotion of a Herculean controlling power, especially a individualised God or gods, or a incident system of faith and worship, and a pursuit or interest followed with devotion. All religions, no matter who believes in them or where they originated, are convinced that they are the essential source of all correct thought and clean-handed action. It is widely kn witness that, no matter who is sermon to you, they are telling you that what they believe is the truth.The fact is that all religions began as word of mouth or a generalized belief. These have been put into writing, rewritten, translated, outdated and rewritten once again. It is not likely tha t everything in such scriptures should be taken as the absolute truth, with no room for compromise or alternative (Taylor, 1999, p. 184). Different countries have been established on dissimilar and diverse concepts and ideologies. For instance, Christianity trick be the religion of a state in the American continent, whereas, another country would have been established on the bases of Islamic thoughts and tenets.Thus, a student in the United States would have been taught by a curriculum that has been formulated on the precepts of Bible, whereas, another student in an Islamic country would be provided with a curriculum based on the teachings of Quran. However, it has been observed and noted by almost every study and researcher that every religion has given the same teachings on this earth, exactly solely now the perceptions have been different due to the different modes of revelations of the sacred teachings. In this regard, different students around the world acquire the same knowledge and concepts, but in a number of variety of perceptions.In this regard, different passel whitethorn act or reply in different ways, which has been due to the diverse awareness by various curricula globally. In this aspect, a compass of curriculum studies has been formed for the identification, as well as, military rank of different issues and factors that are interrelated with each other, and that play a crucial and important role in influencing the components of the curriculum. It has been observed that educational programs are influenced by heathenish factors also, and different and diverse influences have been observed in different countries, as every country has its different culture, norms and values, and so forthA culture of a mortal can be known even in minutes of first sight of a soulfulness. For instance, a person with a different culture can be known by the clothing, jewelry, body language, as well as, hair title. Secondly, speech and unfamiliar belief s can provide a deep understanding of the culture that is personate by every human being in different move of the world. All these distinctiveness are denotative of culture exemplar of behavior and thinking that pot backing in social groups learn, create, and share.A peoples culture subsume of their beliefs, values, norms, language, style of dress, ways of cooking food, religion, jewelry, that are passed from one coevals to the another. In this regard, it can be observed that curriculum is influenced greatly by the involvement of different people from different cultures around the world. (Smart, 1995, pp. 19-23) Each country has its own culture. For example, the popular culture in chinaware has a big difference from the United States. The United States is a country full of immigrants. unfermented York City is the crown of the world. No matter where we go, we can see people in all kinds of skin color.People came to this land to find their new life, establish families here, generation by generation. Unlike old days in China, when we truism a foreigner walk on the street, everybody will look at him. Because they are travelers, and we do not see them that often, better take a good look at them before they are gone. In the U. S, it is different People never get excited when they see another person from different society, because we are so into a large global society. China and United States of America shares a number of heathen differences between each other, such as food, climate, religion, population, school and greeting.It has been believed by a number of people that food is very important to their culture when immigration is performed from one country to another. It has been an observation that people always try to keep their customs, norms and values in their lives. (Zhang, 2007, pp. 55-60) For instance, if an Asiatic person is immigrated to an American country, he/she may try to hold in his/her practices, concepts, and habits in the American e nvironment, which may sometimes be incompetent and not acceptable in the society. (Allport, 1979, pp.51-55) In another example, if an educator emigrates from an Australian country to an Asian country, he may try to integrate Australian practices in the Asian curricula, which may not be appreciated or encouraged. Food is an important part of daily life for Chinese people. Chinese, not only enjoy take in, but also believe eating good food can bring harmoniousness and closeness to the family and relationships. Chinese used to have their d national together with all the family peniss, sitting around a table. Chinas regional differences create problems for a definition of Chinese food.The double-uerner always thinks of sift. simply a third of chinas people are living in north and west are tend to eat wheat and maize, and sassy Corn in Middle, Northern, Western China. There are so many traditional and special Chinese foods, match to the folk culture, district, religion, and festiv al. For example, Chinese New Year, most Chinese families will eat dumplings and rice cake at midnight to cerebrate a new year. Thus, the abovementioned factors play an important role in the designing of curricula of a particular country.For instance, nodding in the upright direction re bear witnesss an affirmation in a symbolic manner. On the other hand, disapproval is represented by the nodding in the vertical direction in another country. Thus, it may sometime create bewilderment in people from different countries. Therefore, a curriculum should be based on the universal beliefs and a universal culture should be considered during the designing of curriculum in different separate of the world. It has been observed that a person from an Asian country would present the teachings accord to his beliefs, culture, and language.On the other hand, the same teaching and lesson would be represented in other form and different perception would be represented by a person from Australian con tinent. Thus, different curricula are touch and influenced by a number of real factors that are dominant in their lives. (Carrette, 1999, pp. 82-83) As earlier mentioned in the paper, different cultures, norms and values have been observed in different parts of the world. In some countries, it is a common habit that believes is advertised in approximately everything. Cars are decorated with bumper stickers, clothes with quotes, and houses with lawn decoration, etc.These habits influence the curriculum also. In some curricula, it has been observed that the abovementioned habits are portrayed through pictures and interactive activities, in parliamentary procedure to present a realistic view of the environment of that particular country. (McGrath, 1999, pp. 77-79) For instance, curriculum of the United States may portray high scrapers and busy streets in their books. On the other hand, an African country may sketch deserts and jungles in their curriculum books, in order to present a realistic picture of the environment that their children experience in their daily lives.In this regard, the physical features of a go into influence the culture and ways of living of the people, which can be seen in the curricula of that particular place easily. The abovementioned are some of the ways that religion affects the curriculum, as well as, our lives. Many peoples daily routines change because of what they believe. For example, a person goes to church every Sunday, and make sure that nothing is scheduled over top of that. (Carrette, 1999, pp. 101-103) This is one way, a curriculum can teach a child to go to the perform every Sunday.On the other hand, curriculum of an Islamic country may teach the students to beg volt times a day, which is quite different from the already mentioned curriculum. However, both the curricula have provided the religious teaching to pray to God. In this way, religion do influences the style of the curriculum. However, it would be wrong to say that these factors influence the basic center and principles of the society. (John B. , 1940, pp. 43-45) In Buddhism, the only way that a person is guaranteed to get to Nirvana, is by giving up their lives in the name of Buddha, or for their religion.Christians change their lives to please their Creator. In the Bible, it states that in everything you do, do it as unto the Lord. This affects someone from driving a car, doing chores. With all of the trouble in our world today, it is disconcerting to know that religion is a contributing factor, and thus, these concepts affect the designing of the curriculum in almost every part of the world. In addition, one can say that culture is more significant than its distinct seeable characteristics.In this regard, if one extends this to the inner self of an individual person, such as to member within a certain society, further to the all community, possibly he or she can be able to find some answers by find how he or she is affected by c ulture. In fact, thorough out the human history, culture represents a whole community. However, in order to evaluate how culture changes ones inner values and beliefs, he or she has to define some common beliefs, just like clothing that has some features that help descry its cultural background.People having the same cultural background, in general, are likely to behave in a similar way, because their education and religion background have also cultural elements. In this way, the culture, as well as, the religion of a place influences the formulation of basic elements that have to be included in the curricula of the schools around the world. In some countries, a person may not be allowed to dress unethically or very casually, especially the girls in eastern countries. On the other hand, western countries may not have any problem in casual medical dressing by the girls.Thus, you may not find a curriculum made by an eastern authoritative body with girls wearing casual dressing, and not showing their body in strict manner. However, the curricula of the English or American schools may have pictures of girls in jeans or t-shirts, which may not be accepted in the eastern world. Thus, this has shown that the culture of a country plays a very important and crucial role in the development of set of courses to be taught at formal schools. (Ernile, 1995, pp. 20-22)Needs of an individual should be met, and good teaching can be provided to the students by a set of courses, which can then be preferred as a well-designed curriculum. Instructions that are given in the curriculum are implemented and taught by an implementer, that is, a teacher. In this regard, the set of courses that are formulated by the curriculum designers should be included with a teaching guide that may instruct and teach the teachers according to their cultural norms and values, as well as, religious principles. (Mader, 1993, pp.65-66) It has been observed that success of a student is greatly influenc ed by the cultural background, as well as, socioeconomic emplacement of a child. Thus, process of curriculum designing is affected significantly by the cultural characteristics of a place. However, American schools have the largest number of cultural variations in their classes due to masses of immigrated people in the United States. Thus, it has blend in very difficult for the American curriculum designers to compound the characteristics of different cultures into one curriculum.One of the reasons of this difficulty is that sometimes, cultures transform each other, and that results in the opposition with each other. In the last decades, cultural and ethnically diversification has been observed in the United States, and cultural diversity has lead one of the most important factors to be unified in their curricula. (Mader, 1993, pp. 60-61) In the result, continuity and diversity is the termination of the cultural factor that has influenced the think of the curriculum in a sig nificant manner.In particular, curriculum of every country has been influenced by a number of cultural and diversity factors, such as, language, religion, socioeconomic status, race, physical characteristics, etc. In addition, social values, issues, and norms are some other factors that also influence the designing and supply of the curriculum to be taught at different schools around the world. As earlier mentioned in the paper, social issues and values are different and varied in different parts of the world. In the result, diversity in different parts of a group of people can be accommodated by this variation in the students.For instance, a country may have some specific goals regarding the education, which may be different from the United States. (Ernile, 1995, pp. 33-34) Thus, beliefs and libertys that are provided to the human lives in different parts of the world play an important role in the designing of the curriculum, which has already been debateed in the paper. For ins tance, sex, drug education and related programs and seminars are incorporated in the curricula of American schools. However, this kind of programs and teachings are not encouraged in the eastern schools at all, and deemed as unethical for the students.Thus, the curricula of the American schools may be planned with quite free hand and freedom, and on the other hand, the eastern curricula may be designed with more short hand and less freedom in this aspect. Thus, a number of factors influence the designing and planning of the curricula to be taught at schools in different parts of the world. These factors may be cultural, social, economical, psychological, and even spiritual in their nature. In this paper, we have tried to define, evaluate, and discuss religious and cultural factors that influence the designing and planning of the school curricula around the world.It is hoped that this paper will help the professionals, educators, and students in understanding the role of abovemention ed factors in the planning of the curriculum that is one of the basic pillars of the human society. References Allport, G. (1979) The disposition of Prejudice. Massachusetts Adison Wesley Carrette, J. (1999) Religion and Culture. Manchester Manchester University Press. Durkheim, Ernile. (1995) The Elementary Forms of Religious Life. New York Free Press. Hefner, Philip. (1993) The sympathetic Factor, Evolution, Culture, and Religion. Minneapolis Fortress. Holt, John. B.(1940) Holiness Religion ethnic Shock and Social Organizations. American Sociological look back Vol. 5, no 3. Mader, T. E. (1993) Understanding One Another. Madison, Wisconsin Brown & benchmark Publishers. McGrath A. E. (1999). Science & Religion An Introduction. Oxford Blackwell Publishing Ltd. Smart, N. (1995) introductionviews Cross-cultural Explorations of Human Beliefs. London Prentice-Hall Taylor, S. (1999). Sociology Issues and Debates. London Macmillan Press Ltd. Zhang, N. (2007). The Basic Features of c oeval Chinese Culture. Cover feature china today. World Literature Today.