Subject and discipline

What is a Subject?
 A subject or a field of study is a branch of knowledge that is taught and researched at the school, college or university level. A school subject refers to an area of knowledge that is studied in school . It can be called a learning tool or the criteria by which we learn. More precisely, subjects are the parts into which learning can be divided. It is a field or sphere of knowledge in which the learner has chosen to specialise. It can sometimes be used synonymously with the term ‘discipline’ and can be referred to as a systematic instruction given to the students in a particular area of learning that follows a specific code of conduct. Humanist educators argue that school subjects are created to provide students with “intrinsically rewarding experiences” that contribute to the pursuit of self actualization, personal growth, and individual freedom . School subjects, therefore, need to be formulated according to the interest, attitudes, and developmental stages of individual students. They need to derive content from a wide range of sources – such as personal experiences, human activities, and community cultures and wisdoms. Disciplinary knowledge might (or might not) be useful for the formation of school subjects. From the perspective of social efficiency, school subjects are constructed for the primary purpose of maintaining and enhancing economic and social productivity by equipping future citizens with the requisite knowledge, skills, and capital. The formation of school subjects, therefore, is justified with close reference to the needs of occupation, profession, and vocation. Specialized and applied fields (e.g., engineering, accounting, and marketing, among others), therefore, are the primary sources from which the contents of school subjects are derived. For social reconstructionist, school subjects are created to provide students with meaningful learning experiences that might lead to emancipation and engender social agency. To this end, the formation of school subjects is based upon an examination of social contexts, social issues, and futures, with the intention of helping individuals reconstruct their own analyses, standpoints, and actions. Like humanistic educators, social reconstructionist believe that school subjects derive contents from a wide range of sources. Subject refers to a branch of knowledge studied or taught. In schools, children learn a number of subjects such as mathematics, science, language, history, religion, music, art, dancing, health, etc. These subjects are also branches of knowledge but are often adjusted to accommodate the goals of education. When speaking of subjects attention paid to research is rather minimal. The word subject has other meanings as well. It is used to refer to the word in a sentence naming who or what performs the action of the verb. Let us look at an example. Jim played tennis.
In the sentence, the subject or the person who does the action is Jim. Hence, Jim is the subject. It can be used to refer to a member of a state ruled by a monarch. For instance when we say the kind addressed his subjects, it denotes that the king spoke to his people. Definition for School Subject A school subject can be defined as a branch of knowledge or a body of knowledge that is being provided to its learner. According to Zongyi Deng “a school subject refers to an area of learning within the school curriculum that constitutes an institutionally defined field of knowledge and practice for teaching and learning.” Features of School Subjects Grossman and Stodolsky (1995) defined three features of school subjects: Statue, perceived sequentiality and scope. (i) School subjects differ in the status they have in the school and larger community. (ii) Sequentiality is perceived as important in school subjects, where certain knowledge and skills have to be known before proceeding to a new learning. For example in mathematics, learners should have number concept and the concept of place value before proceeding to addition, subtraction etc. (iii) The scope of the subject refers to the different disciplinary areas included in the subjects, which can be broad or restricted. An example of broad based subject is social studies, which draws on discipline like history, political science, economics, geography etc. Meaning of Discipline What is a Discipline? Let us begin with the word discipline. As mentioned above, discipline refers to a branch of academic study. For example, psychology, sociology, anthropology, mathematics and philosophy are all disciplines. These can mostly be seen in higher educational institutions such as universities. This, however, does not denote that disciplines cannot be seen in other educational settings such as schools. For example, mathematics is a school subject that is also a discipline that is found in higher educational institutions. Disciplines usually consist of theoretical backgrounds, research and experiments, groups of experts in the discipline, etc. For example, a person who is pursuing his studies in a particular discipline not only gains an in-depth understanding of it but also conducts experiments or research as well. Such a person is considered as specializing in the chosen discipline. However, the word discipline can also refer to the training of people to obey rules or a code of behavior. For example in schools disciplining the child is considered as an important part of learning as subject knowledge.
Characteristics of academic disciplines 1. Body of specialised knowledge 2. Has theories and concepts 3. Specific terminology 4. Specific object of research 5. Definite methodology of research 6. Institutional manifestation in form of subjects taught , professional organizations The term ‘discipline’ originates from the Latin words discipulus, which means pupil, and disciplina, which means teaching. A discipline is focused study in one academic field or profession. A discipline incorporates expertise, people, projects, communities, challenges, studies, inquiry, and research areas that are strongly associated with a given discipline. A discipline may have branches, and these are often called sub-disciplines. Meaning of Academic Discipline An academic discipline or field of study is a branch of knowledge that is taught and researched as part of higher education. Definition for Academic Discipline According to Zongyi Deng “an academic discipline is a field or branch of learning affiliated with an academic department within a university, formulated for the advancement of research and scholarship and the professional training of researchers, academics, and specialists. Types of Discipline. Self-Discipline. Self-discipline is a willing and instinctive sense of responsibility that leads you to know what needs to be done. Getting to work on time, knowing the job, setting priorities, and denying personal preferences for more important ones all measure how self disciplined you are. This is the highest order of all disciplines because it springs from the values you use to regulate and control your actions. The ideal situation is to motivate cadets to willingly discipline themselves, and exercise self control and direction to accomplish the task. Task Discipline. Task discipline is a measure of how well you meet the challenges of your job. Task discipline requires that you have a strong sense of responsibility to do your job to the best of your ability. Group Discipline. Group discipline means teamwork. Since most jobs in CAP require that several people work effectively as a team, group discipline is very important. Imposed Discipline. Imposed discipline
is the enforced obedience to legal orders and regulations. It is absolute in emergencies when there is no time to explain or discuss an order an order. Much of your CAP training is to teach you to carry out orders quickly and efficiently. This type of discipline provides the structure and good order necessary throughout your unit to accomplish a task no matter the situation. Internal discipline: The students develop the feeling of responsibility while learning through internal discipline. All the students treated in the class equally. They play, sing, study and all the activities done in the classroom with the help of internal discipline. School discipline: In our country school discipline based on corporal punishment given. But these types of punishments reduce in the school. Now using different methods used to make positive results. Positive discipline: Positive discipline is based on praise, rewards and encouragement provides students to solve their problems. Positive discipline mainly aims in students behavioral changes. Boundary based discipline: It means focuses on setting limits, and making the rules clear up front. Kids are then given choices and there are clear consequences for misbehavior, such as logical consequences, or natural consequences, it would set a limit and make the consequence.
Emergence of academic disciplines
Educational institutions originally used the term "discipline" to catalog and archive the new and expanding body of information produced by the scientific community. Disciplinary designations originated in German Universities during the beginning of the nineteenth century.
Most academic disciplines have their roots in the mid-to-late-19th century secularization of universities, when the traditional curricula were supplemented with non-classical languages and literatures, social sciences such as political science, economics, sociology and public administration, and natural science and technology disciplines such as physics, chemistry, biology, and engineering.
In the early 20th century, new academic disciplines such as education and psychology were added. In the 1970s and 1980s, there was an explosion of new academic disciplines focusing on specific themes, such as media studies, women's studies, and black studies. Many academic disciplines designed as preparation for careers and professions, such as nursing, hospitality management, and corrections, also emerged in the universities. Finally, interdisciplinary scientific fields of study such as biochemistry and geophysics gained prominence as their contribution to knowledge became widely recognized.
As the twentieth century approached, these designations were gradually adopted by other countries and became the accepted conventional subjects. However, these designations differed between various countries. In the twentieth century, the science disciplines included: physics, chemistry, biology, geology, and astronomy. The social science disciplines included: economics, politics, sociology, and psychology.
Prior to the twentieth century, categories were broad and general, which was expected due to the lack of interest in science at the time. With rare exceptions, practitioners of science tended to be amateurs and were referred to as "natural historians" and "natural philosophers"—labels that date back to Aristotle—instead of "scientists”. Natural history referred to what we now call life sciences and natural philosophy referred to the current physical sciences.
Few opportunities existed for science as an occupation outside of the educational system. Higher education provided the institutional structure for scientific investigation, as well as economic support.
Soon, the volume of scientific information rapidly increased and people realized the importance of concentrating on smaller fields of scientific activity. Because of this, scientific specializations emerged.
As these specializations developed, modern scientific disciplines in universities also improved. Eventually, academia's identified disciplines became the foundations for people of specific specialized interests and expertise. DIFFERENCE BETWEEN SCHOOL SUBJECTS AND ACADEMIC DISCIPLINE BASIS OF DIFFERENCE SCHOOL SUBJECTS ACADEMIC DISCIPLINES Aims of education Development of basic skills and awareness. Development of a social citizen. Development of specialised knowledge and skills. Development of scholars, researchers, academics, specialists, etc., Nature of content Simple ideas and informations. Complex theories of educators. Curriculum construction Considering needs, wants of learners. Includes learner centred teaching methods. Contents are arranged for the development of different specialised skills at complex and wider levels. Development of skills Gives importance for the development of basic skills , such as reading , writing and arithmetic. Gives importance for the development of specialised skills, mainly professional and vocational skills. Area of operation Limited to Schools. For university and other higher education.
Developmental phases School subjects comes first in the development of a person. Academic disciplines comes later in one’s learning journey from school to university Content of a School Subject The argument proposed here is that teachers do need basic knowledge of related academic disciplines, but knowing the content of a school subject lies at the heart of their professional understanding. School subjects, not academic disciplines, constitute the “locus” of classroom teaching; they frame classroom teachers’ practice and per- spectives on curriculum and instruction . Knowing the content of a school subject involves knowing more than the content per se; it entails knowing the theory of content – i.e., knowing how the content is selected, formulated, framed, and transformed in ways that render meaningful and educative experiences for students. This knowing is crucial for disclosing the educational potential inherent in the content. Teachers need to have three kinds of subject matter knowledge: content knowledge, pedagogical content knowledge, and curricular knowledge. Content knowledge includes knowledge of the substance and structure of the academic discipline. Pedagogical content knowledge involves an understanding of pedagogical representations and instructional strategies, and of students’ pre-conceptions with respect to particular curriculum topics at particular grade levels. By means of this knowledge, the teacher transforms his or her disciplinary content into “forms that are pedagogically powerful and yet adaptive to the variations in ability and background presented by students”. Curricular knowledge involves an understanding of the curriculum and the instructional materials available for teaching a subject at various grade levels, which can be an aid to the transformation process. RELATIONSHIP BETWEEN SCHOOL SUBJECTS AND ACADEMIC DISCIPLINE School subjects can have different and variable relationships to academic disciplines, depending on their aims, contents, and developmental phases. School subjects are derived from and organized according to the “structure” of academic disciplines. They constitute a faithful and valid introduction to the academic disciplines. While students are dealing with relatively simple ideas and methods in school subjects, they study the same ideas and methods known by experts in the academic disciplines. So school subjects are the connecting links to academic disciplines. Academic disciplines are of complex nature, and they are the continuation of school subjects. School subjects are basis for the development of basic informations that will turns the learners into specialists in academic disciplines. A school subject results from the transformation of an Academic Discipline. School subjects come first and academic disciplines later in one’s learning journey from school to university. An academic discipline provides the endpoint for the formation of a school subject and the school subject furnishes the avenue for getting to know the academic discipline.
School subjects can have different and variable relationships to academic disciplines, depending on their aims, contents, and developmental phases. Stengel (1997) identifies five possible relationships between academic disciplines and school subjects. (1) Academic disciplines and school subjects are essentially continuous; (2) Academic disciplines and school subjects are basically discontinuous; (3) Academic disciplines and school subjects are different but related in one of the three ways: (3a) academic discipline precedes school subject, (3b) school subject precedes academic discipline, or (3c) the relation between the two is dialectic. She argues further that each of the relationships implies a curricular position, reflecting particular political and moral interests. WHY STUDYING SCHOOL SUBJECTS ?  To develop basic skills like reading ,writing and arithmetic [ 3R’s]  To enhance students’ understanding of themselves, their society, their nation, the human world and the physical environment.  To enable students to develop multiple perspectives on contemporary issues in different contexts (e.g., cultural, social, economic, political, and technological contexts).  To help students become independent thinkers so that they can construct knowledge appropriate to changing personal and social circumstances.  To develop in students a range of skills for life-long learning, including critical thinking skills, creativity, problem-solving skills, communication skills, and information technology skills.  To help students appreciate and respect diversity in cultures and views in a pluralistic society and handle conflicting values.  To help students develop positive values and attitude towards life, so that they can become informed and responsible citizens of society, the country and the world.  They contribute to the pursuit of self actualization, personal growth, and individual freedom.
School subjects and academic disciplines are basically discontinuous. In this curricular position school subjects and academic disciplines are essentially discontinuous in purpose and substance. Hence, school subjects are allowed for construction, which could get beyond the narrow academic or disciplinary concern. The discontinuous position finds support in humanism, social efficiency, and social reconstructions. Humanist educators argue that school subjects are created to provide students with rewarding experiences that contribute to personal growth and individual freedom. School subjects, therefore,
need to be formulated according to the interest, attitudes, and developmental stages of individual students. They need to derive content from a wide range of sources – such as personal experiences, human activities and community cultures and wisdoms. Disciplinary knowledge may or may not be useful for the formation of school subjects. From the perspective of social efficiency, school subjects are constructed for the primary purpose of maintaining and enhancing economic and social productivity by equipping future citizens with the requisite knowledge, skills, and capital. The formation of school subjects, therefore, is justified with close reference to the needs of occupation, profession, and vocation. Therefore, specialised and applied fields like engineering, accounting, and marketing, among others, are the primary sources from which the contents of school subjects are derived. Academic disciplines are drawn upon only when they demonstrate their efficacy in promoting those skills and knowledge actually needed in occupations. School subjects are created to provide students with meaningful learning experiences that might lead to liberation and cause social activity. The formation of school subjects is based upon an examination of social contexts, social issues, and futures, with the intention of helping individuals reconstruct their own, standpoints, and actions. Like humanistic educators, social Reconstructionist believe that school subjects derive contents from a wide range of sources. Contemporary curricular views like autonomous learners, participatory citizenship and globalisation further set school subjects apart from academic disciplines. The curricular discourses call for a learner-oriented approach to the construction of a school subject that allows learners to construct their own knowledge according to their individual needs and interests. The curricular discourses require the school subject to be formulated in ways that help students cultivate certain kinds of sensitivity, disposition and awareness needed for responsible participation in society. The school subjects equip students with general skills and lifelong learning abilities, essential for facing the challenges of globalisation and the knowledge-based economy.