Human beings spend the larger part of their childhood in school mostly interacting with books, their peers as well as teachers. According to Eisner (2005), learning is a culture, a way of life that has an enormous effect on all parties involved in the entire schooling process. Learning is not only planned but it is also guided to avoid confusion and to instill a systematic way of doing things in the students. It is therefore of pivotal importance that the knowledge students should acquire should be determined beforehand and the syllabus properly arranged to ease learning, make it more convenient and to give the students stability brought about by the routine (Eisner, 2004). Curriculums are therefore the sure way to incorporate all the above factors to enable students to acquire a systematic way of doing things. Ancient Greeks took the word curriculum to literally mean a course but its meaning has diverged and become more detailed over the years. Although there are different approaches to curriculums, this essay shall look specifically into Eisner’s theory on the same, his definition and understanding of schooling in general.
Eisner’s theories are empathetic on the artistic bit of the curriculum. According to him, education goes far beyond the confines of the classroom and involves many aspects of society. He further implied that teaching is a natural artistic talent that cannot be forcefully instilled in any individual. Suite 101 (2010) compares curriculum as a path whose end one is unsure of, unraveling the mysteries as they unfold. He described curriculum as three-fold. the null curriculum, explicit curriculum and implicit curriculum. These three curriculums are what makes up the entire syllabus taught in schools and even in what is not taught. .Generally, the three curriculums determine the skills and knowledge the students graduate from the school having acquired and those they miss out on.