Reflection of cross-curricular ideas in the estonian curricula of general education: An historical study

Abstract

This study explores the development of a specific version of written curricula that have comprehensive general parts reflecting cross-curricular ideas in a holistic way. The curricular thinking was analysed in categories of organizational patterns and varieties of design, comprehensiveness, and lucidity of presentation. A comparative analysis was carried out in three phases, involving the reconstruction of general parts of Estonian curricula of elementary and basic education (from 1921 to 2002), outlining trends in presenting cross-curricular ideas in these curricula, and identifying the best practice while drawing some parallels with Finnish curricular approaches. The analysis revealed many positive trends in presenting cross-curricular ideas, as well as discrepancies and shortcomings to be avoided. The methodology of historical research used in this study is easily adjustable for analysing cross-curricular thinking in other curricular formats as well.