Author： Kaniel Shlomo
Publisher： James Nicholas Publishers
ISSN： 0726-416X
Source： Curriculum and Teaching, Vol.24, Iss.2, 2009-01, pp. : 87-104
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Abstract
This article discusses the disciplinary knowledge relating to identity and links it to the pedagogic practices needed for teaching it. The first section deals with the structural basis of the individual’s core identity which contains a cluster of different sub-identities and its elements. The section also describes the possible contents of identity that create significant variances between people. Different processes are described, the chief of which focuses on reaching a cohesive identity through exploration, choice and commitment in solving conflicts. The pedagogical implications of educating for an identity are set out in the second section. The main idea is that if we wish to teach a particular identity we must make it the nucleus of the curriculum. This idea is applied by the following steps: underlying worldview of the curriculum vision; model of a worthy adult; use of special methods for teaching, and guidelines for training teachers on how to teach identity.
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