Educators should find out what students want included in the curriculum and then offer it to them.
In an increasingly interdisciplinary and complex world, it is cardinal that the curriculum taught at schools and universities becomes more transversal, innovative and modern. One way of reaching this goal is to hear from the students what they would like included in their curriculum and, in the sequence, offering it to them. This position holds especially true for college and university students. However, this cannot be put as an opposition for having a minimum common curriculum. In other words, the balance between having some mandatory courses and having the possibility of choosing the others based on personal preferences is the best way of ensuring a more innovative and interdisciplinary education.
One argument supporting the claim that students should be able to be heard about their preferences in the education field is that if they are studying topics in which they are feeling happy the chances of success are higher. In other terms, students which are happy with the content are more willing to do well in tests and keep a higher performance, thus meeting the requirements. In addition, this reason is supported by the fact that studying what they like might reduce the evasion rates as well, illustrating how powerful this tool can be.
In addition, another reason is that it is time to share the responsibility of choosing the curriculum with the target group more affected by this decision: the students themselves. This practice can be very revolutionary, breaking the existing barriers between professors and students and building a more collaborative and less hierarchical educational environment. In fact, the reason why students often do not participate in the curriculum construction is that it was common to see students as not capable of knowing what is best for them. However, several studies had shown the importance of empowering students in their educational path and, in this context, being able to decide what is important to study is a very effective tool for doing so.
However, this mechanism has limitations too that should be addressed in order to avoid falling in a very simplistic and fallacious reasoning. Indeed, although it is important that students have a voice and participate, it is also important that educational institutions ensure that some minimum requirements will be met. In essence, stating that students should participate in the curriculum construction does not mean that the curriculum can be totally a reflection of the students will, particularly because it is fundamental to guarantee that a minimum will be maintained
Therefore, an alternative view to the one stated in the argument is that students should participate, but there must exist a good balance between a mandatory minimum core subjects (even if students find them boring or difficult) and a pool of subjects that might be decided by the students themselves, relying in their interests, attitudes and preferences. The balance will guarantee that the minimum is common for all students, ensuring a common ground and also that different personalities, attitudes and preferences will be respected by the educational curriculum, allowing students to find more comfort and happiness while studying.
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Grammar and spelling errors:
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Message: Possible typo: you repeated a whitespace
Suggestion:
...vative and interdisciplinary education. One argument supporting the claim that s...
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Line 9, column 1, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ing how powerful this tool can be. In addition, another reason is that it is ...
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Line 13, column 575, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...rantee that a minimum will be maintained Therefore, an alternative view to the on...
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Transition Words or Phrases used:
also, but, however, if, so, therefore, thus, well, while, in addition, in fact, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 34.0 19.5258426966 174% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 46.0 33.0505617978 139% => Less pronouns wanted
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 2732.0 2235.4752809 122% => OK
No of words: 510.0 442.535393258 115% => OK
Chars per words: 5.3568627451 5.05705443957 106% => OK
Fourth root words length: 4.75217629947 4.55969084622 104% => OK
Word Length SD: 3.11790910232 2.79657885939 111% => OK
Unique words: 243.0 215.323595506 113% => OK
Unique words percentage: 0.476470588235 0.4932671777 97% => OK
syllable_count: 854.1 704.065955056 121% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 16.0 20.2370786517 79% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 31.0 23.0359550562 135% => The Avg. Sentence Length is relatively long.
Sentence length SD: 117.361470866 60.3974514979 194% => OK
Chars per sentence: 170.75 118.986275619 144% => OK
Words per sentence: 31.875 23.4991977007 136% => OK
Discourse Markers: 5.875 5.21951772744 113% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.249707058811 0.243740707755 102% => OK
Sentence topic coherence: 0.0837995676425 0.0831039109588 101% => OK
Sentence topic coherence SD: 0.0704584796425 0.0758088955206 93% => OK
Paragraph topic coherence: 0.146498675835 0.150359130593 97% => OK
Paragraph topic coherence SD: 0.0380676751408 0.0667264976115 57% => OK
Essay readability:
automated_readability_index: 19.8 14.1392134831 140% => OK
flesch_reading_ease: 31.55 48.8420337079 65% => OK
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 16.6 12.1743820225 136% => OK
coleman_liau_index: 14.4 12.1639044944 118% => OK
dale_chall_readability_score: 8.86 8.38706741573 106% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 14.4 11.2143820225 128% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.