As a statement of fundamental reasons, the rationale is an exposition and explanation of principles.
It explains why, as LeRoy Ford states, “ somebody (the learner) is learning . . . something (the scope) in . . . some way (the methodology) . . . somewhere (the context) for . . . some purpose (institutional goals).
The term curriculum derives from the verb currere , which means “to run.” LeRoy Ford in A Curriculum Design Manual for Theological Education writes that curriculum is a running or a race course. How interesting that curriculum is often delivered in a “course” of study.
In Biblical context, the running definition is good in that we should “run and not be weary.” Thus, a well-designed curriculum should energize, invigorate, and renew its planners and users alike.
Learners have a triune nature (spirit, soul, body) and as such are on a spiritual journey and are in search of relationships and some kind of faith orientation (some of which are destructive—like alcoholism—and require restoration). Faith is taught and caught.
Nancy Eisland’s and R. Stephen Warner’s chapter in Studying Congregations , points out the importance of seeing your congregation and its ministry (or classroom and learning) in context to its surroundings.
World, national, regional, and community events impact and contribute to the shaping of a church and congregation (or school and classroom) .
Pazmino explains ( Basics of Teaching for Christians , 54) that “no easy formulas exist for how best to teach, but basic definitions and guidelines are shared that require” adjustment “to the various settings in which the gift of teaching is exercised.”
There are variables and an array of choices that teachers must orchestrate to produce the desired result—delivering instruction per the developed curriculum plan.