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Aoki (2004) gave three perspectives to school, which are the “rational thinking”,“doing” and “being and becoming”. The first perspective connotes that teaching seeks to provide learners with the requisite knowledge and intellectual skills in their areas of specialisation. This consequently leads to the cognitive development of the learners. The second perspective posits that “doing” is to equip learners with practical skills needed in the world of work. The school equips learners with the functional skills needed to complement the knowledge in executing jobs in their chosen profession. The third perspective suggests that the school intends to develop the learner with the social competence to fit well into the society. Learners need collaborative and co-operative skill in order to study, work and live with others in the social world. In the view of Aoki (2004), the school curriculum ought to equip learners in the three domains to enable them to receive a holistic education. The three perspectives of the school curriculum have relevance on countries’ curricula such as that of Ghana. There are a lot that curriculum developers and educators of Ghana can learn from Aoki’s (2004) perspectives especially the third one\u003Cbr>which seems to have received minimal consideration for a very long time. Keywords: Curriculum, implementation, experiential, transformation, technicist. |\n| --- |\n| [E-mail: mavisokyere020@gmail.com](E-mail: mavisokyere020@gmail.com) , [mavis.okyere@cucg.edu.gh](mavis.okyere@cucg.edu.gh). |\n\nINTRODUCTION  \nIn this paper, I present my reflections on Aoki’s views on curriculum and its implementation, as well as the teacher and the student’s role as subjects of the curriculum. I wrote this paper after a course in curriculum and as I began to reflect on what I learnt and read in this course in relation to what is happening in my country, Ghana, particularly in my own subject area of mathematics.  \nAoki (2004a) gave three different perspectives on school. The first is a school of “rational thinking,” a school where the curriculum emphasizes intellectual skills. The curriculum in this school is a ‘thinking’ curriculum. Aoki sees this school as a school that understands a teacher or student as split into mind and body. Teaching is seen basically as mind building, accomplished by filling containers with factual and theoretical knowledge; being a student is absorbing knowledge, the more the better. Mathematics education in Ghana places so much  \nemphasis on this kind of curriculum . In mathematics classrooms, the cognitive development is stressed through drill and practice, strict adherence to procedures, emphasis on right answers, and emphasis on individual seat work.  \nThe second perspective he described is a school oriented to ‘doing’, a school that stresses practical skills, a school that nurtures skills for productive purposes. This school is utilitarian oriented; the curriculum is guided by demands of the marketplace. A school is a preparation place for the marketplace, and students are moulded into marketable products. Now, this idea of preparing students for the workplace is an objective for Ghanaian mathematics education too. The main rationale for the core mathematics syllabus for Ghanaian high schools is“to enable all Ghanaian young persons to acquire the mathematical skills, insights, attitudes and values that  \nthey will need to be successful in their chosen careersand daily lives” (MOE, 2010; p. ii) . The good expec","cbCaisVGPDB8fhuL","https://ap.wps.com/l/cbCaisVGPDB8fhuL","pdf",56534,"English","# Abstract\n# Introduction\n## Aoki’s three perspectives on school\n## Rational thinking and cognitive development\n## Doing and practical/workplace skills\n## Being and becoming and social competence\n## Technicist education and related critiques","[{\"question\":\"What are Aoki’s three perspectives on school curriculum?\",\"answer\":\"Aoki outlines three perspectives: rational thinking, doing, and being and becoming. Each perspective highlights different aims, from intellectual development to practical skills and social competence.\"},{\"question\":\"How does the rational thinking perspective shape mathematics teaching in Ghana?\",\"answer\":\"It stresses cognitive development through drill and practice, adherence to procedures, focus on right answers, and individual seat work, treating learning as knowledge acquisition.\"},{\"question\":\"Why does the paper argue that Ghanaian curriculum should pay attention to the being-and-becoming domain?\",\"answer\":\"The paper notes that this third perspective has received minimal consideration for a long time. It argues that learners need social competence and collaborative skills for studying, working, and living with others.\"}]","Curriculum and its implementation in the lens of Ted Aoki - Implications for Ghanaian mathematics education | PDF",13]