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Argues that “standardized” schooling risks producing standardized human beings and undermines space and time for lingering, reflection, and community building. Presents curriculum as a dynamic interaction of persons, artifacts, and ideas over time, where outcomes cannot be fully predicted, and students internalize content uniquely. 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School constitutes an essential culture where students’ minds can be grown and developed and where learning can be fostered. Teachers are in charge of developing and fostering young minds and because they participate in the culture called school they have many possibilities and opportunities to do so. Although teachers and students have endless opportunities for making meaningful and solid connections across areas of study, across time, home, learning and community they do not always do so.  \nOften we are racing to prepare students for a test or any other type of standardized assessment forgetting about giving precious classroom time for lingering, imagination, creativity, or play. According to May (1993), lingering implies a process of making room for self and reflect upon self-relation to the world. Lingering requires space and time to create a community in the classroom; a community that allows for collaboration between teachers and students when adapting curriculum (Grumet, 1993) . It feels like the educational system focuses more on student academic achievement and final products rather than a continuous learning process. When asking a prospective teacher what is the aim of schooling we often hear responses similar to the one Noddings (2003) criticizes in her writing: the aim of schooling is academic achievement, which is defined as “a success in standard school subjects” (p. 39) . Creativity, imagination, play are seen as extras in standard school subjects and are given limited space. Responses like these call forth thoughts: “No! This is not why we educate our children. Schools are not just college preparatory institutions. Schools should be more than that.” What would be the result of this kind of standard education?  \nBarone (1993) in his work “Breaking the Mold: The New American Student as Strong Poet” mentions that “standardized schools with standardized visions of success tend to produce standardized human beings”(p. 121) . We do not want our children to become “standardized human beings” but we want them to become original and creative individuals with skills for deeper processing and potential to build, create, respond, change, and adapt. Even though we hear statements like “we value creativity in our school,” “we make sure our students are engaged in creative learning,” “we ensure that our teachers implement creative pedagogies and make use of creative curriculum that is handed to them,” I wonder whether the word creative is used appropriately? According to Winston (2010), “practically everything in education can these days be qualified as creative”(p.88), but is it really creative or is it just a nice name, a trendy cliché? Do we really value creativity and give enough space to imagine in our classrooms? Do we enable students to become creative and innovative as opposed to conventional and predictive?  \nWhile working with pre-service teachers I have observed that creativity, imagination, spontaneity, originality are perceived as qualities that are good to have but are sometimes considered “extras.” These qualities are not always given space and time to develop in today’s class-  \nroom curriculum. The purpose of this paper is to lead a discussion on the importance of creating, adapting, changing, attending, building the curriculum, and allowing students in the classroom tobe meaning makers and co-creators of curriculum. Necessity of discussing these qualities emerged from my own work with pre-service teachers who can become examples of teachers that allow for imagination and creativity to flourish in their classrooms. I very much hope that they will realize the importance of giving space and time for lingering in their classrooms andwill instill opportunities for their stud","cbCaiqNl4plGhcNH","https://ap.wps.com/l/cbCaiqNl4plGhcNH","pdf",363942,"English","# Aims of Schooling: An Introduction\n## Lingering, imagination, and creativity in curriculum\n## Questioning standardized achievement\n# Curriculum as a Dynamic Interaction\n## Curriculum as interaction over time\n## Unpredictable learning outcomes\n# Purpose and implications for co-creating curriculum","[{\"question\":\"Why does the paper challenge test-focused standardized assessment?\",\"answer\":\"It argues that rushing to prepare students for tests can crowd out precious classroom time for imagination, creativity, and play, reducing opportunities for meaningful learning and community building.\"},{\"question\":\"What does the paper say about the aim of schooling?\",\"answer\":\"It critiques the view that the aim is merely academic achievement defined as success in standard subjects, arguing schools should be more than college preparatory institutions.\"},{\"question\":\"How does the paper define curriculum and why is that definition important?\",\"answer\":\"It describes curriculum as a dynamic interaction of persons, artifacts, and ideas in a particular context over time. This matters because outcomes are not fully predictable, and students internalize curriculum differently.\"}]","The Creative Process Entailed in the Co-Construction of Classroom Curriculum - read online free | PDF",1792089180,23]