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Given below are two statements: Statement I: According to realists, curriculum follows a hierarchical order with the abstract subjects at the top an
Question

Given below are two statements:
Statement I: According to realists, curriculum follows a hierarchical order with the abstract subjects at the top and the transitory subjects at the bottom
Statement II: Pragmatist curriculum would focus on experiences and subjects that land themselves to philosophical dialogue and acts of choice making
In the light of the above statements, choose the most appropriate answer from the options given below:

A.

Both Statement I and Statement II are correct

B.

Both Statement II and Statement II are incorrect

C.

Statement I is correct but Statement II is incorrect

D.

Statement I is incorrect but Statement II is correct

Correct option is C

Statement
I: According to realists, the curriculum follows a hierarchical order with the abstract subjects at the top and the transitory subjects at the bottom.  This statement correctly reflects the realist perspective in educational philosophy,
where the curriculum is structured hierarchically. Realists prioritize subjects that they believe provide enduring truths about the world, often placing abstract theoretical knowledge, like mathematics and the natural sciences, above more transient, practical skills. The term "abstract" in this context refers to conceptual or theoretical subjects that are not directly tied to practical applications but form the foundation of scientific and rational thought.


Statement
II: Pragmatist curriculum would focus on experiences and subjects that lend themselves to philosophical dialogue and acts of choice making.  While pragmatism do values experiential learning and practical application, this
statement might be considered incorrect if it suggests that pragmatism solely or predominantly focuses on philosophical dialogue and choice making. Pragmatism, as espoused by philosophers like John Dewey, also emphasizes adaptability, problem-solving, and the application of knowledge to real-world situations, which are not exclusively or even primarily philosophical in nature. The statement might be viewed as overly narrow or misrepresentative of the broader scope of pragmatist educational practices, which include but are
not limited to philosophical dialogue.

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