The goal-oriented feature of Reconstructionism resonates in the structure of the curriculum and syllabus. The objectives are explicitly and eloquently articulated. They provide a thorough description of what behavior learners are expected to exhibit (Clark, 1987).
Multiculturalism, the embrace of difference cultures, and the ability to communicate in an international context constitute the broad aim of ΔΕΠΠΣ. According to Clark (1987), this notion coincides with one of Reconstructionism’s tenets that students should face the demands of communicative instances, where interlocutors originate from different ethnic groups. The English language has become the lingua franca that serves as a medium between individuals originating from different cultural or linguistic backgrounds (White, 1988; Richards, 2001). Therefore, the ability to communicate in such contexts is of paramount importance.
The title itself, ΔΕΠΠΣ, denotes the creative interaction among different school subjects. Distinct fields of science and knowledge along with various…show more content… Even though it is put forward at Elementary School, in the next educational level it is assumed achieved. Moreover, at Junior High School, the behavior that students are expected to exhibit is different. According to Reconstructionism, the objectives should be graded, from simple ones to more complex and sophisticated. This goes along with Bloom’s Taxonomy (Huitt, 2011). Based on the six levels of the original Bloom’s Taxonomy, Elementary students are able to understand the explicit meaning of a short text on a familiar topic, organize and categorize the given information (“remembering”, “comprehending”), whereas Junior High School students are able to make inferences, comprehend the implicatures, evaluate, make predictions and detect connotations (“applying”,