The development of the revised curriculum in the Irish primary school from philosophical ideal to classroom reality. Applying a theoretical lens to the practical classroom.

The Primary School Curriculum of 1999 endeavours to provide children with the most\nmodem critical thought and educational theory in both ideal and classroom practice.\nSince its introduction the commonly-known Revised Curriculum has encountered\nmuch controversy and query. The uncertain response the curriculum generated was\nnot cohesive with its promise of creativity and freedom. The ideals held did not sway\nthose who had to work with it, from teacher and parent to child. As time passed, the\nacceptance of the curriculum altered, begging the question why. The aim of this\nresearch was to examine the development of the Revised Curriculum in relation to its\nphilosophical foundations and theoretical ideals. The core concern is highlighting the\npraxis of key educational ideologies, where no philosophical framework has been\nproposed by the curriculum. The study group involved was comprised of a large,\ngroup of teachers, parents and children from numerous backgrounds and differing\nsituations. Through the use of interviews, questionnaires and facilitated dialogue, the\nsuccesses and failures of the ideals of curricular development were encountered. The\ndata garnered in the study processes was analysed both qualitatively and\nquantitatively to give as concise and conclusive results as possible.\nThis study shows that revising the system does not necessarily create change, those\ninvolved in education must also see the value and not just the merit of change. This\nchange is difficult to achieve when the partners of education have no access to a\nrecognised theoretical framework. The thesis aims to provide such a theoretical\nframework, evident in its application in the research findings. Without such a\nrecognised framework, the limits imposed on the development and understanding of\nthe curriculum becomes apparent. The true aim of creating change cannot exist\nwithin the parameters of the curriculum without the provision of more fundamental\naccess to genuine and authentic critical thinking and social integration, for teachers,\nparents and children. The Primary School Curriculum of 1999 has further to go.