Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
2. Curriculum Design
Refers to the structure of arrangement of the components or
elements of a curriculum.
Giles (1942) identified four basic curricular parts of elements:
• Objectives
• Content
• Method and Organization
• Evaluation
The arrangement and emphasis of the elements reflect the
theoretical orientation of the curriculum developer. Technical-
scientific approaches put a lot of emphasis on well formulated
objectives as bases for the selection and organization of content
and evaluation of learning that is taking place.
3. SELECTION OF THE
OBJECTIVES
The selection of objectives under a technical-
scientific orientation is based on the desired
outcomes of the teaching learning process:
• Development of knowledge
• Skills
• Values
• Attitudes
• Habits
4. The current structure evident in
many curricula demonstrates how
these outcomes
1. Relate to content
2. Provide the basis for its arrangement, and
3. Guide the selection of suitable evaluation
procedures
5. The framework in your hand outs
shows that through appropriate
activities or learning experiences, it is
possible to select suitable subject
matter for the development of concrete
and abstract concepts (knowledge),
psychomotor, and cognitive skills, and
values and attitudes. Curricula that do
not provide opportunities for learning
in these different domains lack balance
and constrain the teaching-learning
process.
6. The curriculum structure in
your hand outs suggests the
type of evaluation that will
measure the learners’
understanding and application
of concepts, skills, attitudes,
values and habits.
7. THE ROLE OF PHILOSOPHY IN
DETERMINING OBJECTIVES
• Aims: Ornstein and Hunkins (1988) consider the term “aims”
as orientations, not specific quantifiable outcomes that
suggest endpoints.
• Doll (1986) argues that educational aims should address the
intellectual or cognitive, the social-personal or affective, and
the productive, Aims that deal with the intelletual focus on
the acquisition and comprehension of knowledge, problem-
solving skils and various levels and methods of thingking. Aims
that pertain to the social-personal are concerned with person-
to-society, person-to-person, and person-to-self interactions.
Aims relating to productivity refers to aspects of education
that allow individual to function in the home,on the job, and
as a citizen and member of a larger society.
8. Goals: are specific statements written to be used
as guidelines for achieving particular purposes
(Ornstein and Hunkins,1988)
Goals derived from aims.
They provide teachers and curriculum descision-
makers with broad statements regarding what
should be accomplished in terms of student
learning as a result of a particular subject or
educational program.
9. Objectives: Taba (1962) considered two types of objectives
1. Describe school-wide outcomes
2. Describe behaviors to be attained through vatoius
levels of the curriculum (lesson, subject, unit, program.
Zias (1976) classifies the school-wide objectives as
curriculum goals and the more specific objectives as
curriculum objectives.
The latter are reffered to be Baker and Popham (1973) as
instructional objectives and by Mage (1970) as
performance objectives.
10. EDUCATIONAL PHILOSOPHY
Ornstein and Hunkins (1988) have described four agreed-upon
philosophies of education
1. Perennialism
• Draws heavily from the principles of realism; essentialism from
idealism and realism; progressivism and reconstructionalism from
pragmatism.
• Related educational philosophy to progressivism is
reconstructionalism.
• Reconstructionalists accept many aspects of progressive philosophy
such as learner-centered, relevant and humanistic education
• More emphasis on the holistic, transcendental,linguistic and artistic
aspects of the teaching-learning process.
• Perennialist
View education as the transmission of the unchanging
knowledge of the universe
11. 2. Essentialism
Essentialist
• Education as a mastery of essential skills ( such as 3 Rs-
reading, ‘riting and ‘rithmetic)
3. Progressivism
Progressivist
• Are also called humanists who view education as human
development that starts from the needs and interests of the
learners.
4. Reconstructionism
Reconstructionists
• Criticize the over-emphasis of the progressivist on child-
centered education that mainly serves the individual child.
12. Aims,GoalsandObjectivesofDifferent
EducationalPhilosophy
Philosophy Aim Goal Objectives
Perennialism Cultivate the
intellect
Transmit
unchanging
knowledge
Demonstrate
knowledge gained
Essentialism Educate the
competent person
Master essential
skills and
knowledge
Demonstrate
Knowledge and
skills gained
Humanism/
Progressivism
Develop the
human potential
Promote self-
actualization
Apply problem
solving in daily life
Reconceptualism Develop total
personality
Promote self-
knowledge
Allow self
expression
Reconstructionalis
m
Improve society Develop skills and
knowledge needed
for change
Apply knowledge
and skills to
change society
13. PHILISOPHY OF EDUCATION IN THE
PHILIPPINE SETTING
• Gonzales (1993)
a philosophy of education encompasses many dimensions.
• It constitutes underlying assumptions about the nature of
human beings, their beliefs, values and behavioural patterns
that are dictated by cultural considerations.
• Includes ways of learnings as well as the contents of learning.
• Overarching framework that encompasses the participation of
different institutions such as family, school, society, and
church in the learning process.
• Each agencies assumes a specific responsibility to help
individuals grow and develop intellectually, emotionally,
socially and spiritually.
14. • Gonzales considered three important,
complementary and time-bound approaches or
hermeneutics in cotextualizing a philosophy of
education in the Philippine setting:
1. Hermeneutics of retrieval that pertains to the
past
2. Hermeneutics of the actual that focuses on the
present, and
3. Hermeneutics of the potential which concerns
the future
15. Hermeneutics of Retrieval (Past)
• Focuses on the beliefs, value system, norms and behaviour of
Filipinos before the coming of the Spaniards and the
Americans.
• It may be culled from the lifestyle and deeds of the epic
heroes, practical wisdom imbibed from the oral literature of
riddles and sayings, and ethical behaviour according to the
model set by our ancestors.
• Education is primarily handing down of traditions, beliefs,
values, customs and behavioural patterns through oral means
and immersion.
• Little science and technology except perhaps for folk medicine,
folk botany and indigenous technology in agriculture and in the
construction of houses.
• The inclusion of folk literature in communication arts indicate a
way of looking back at the past.
16. Hermeneutics of the Actual (Present)
• Group of people of many ethnic affiliations and subcultures
• Product of history of Indian, Malay, Chinese, Arabic, Hispanic
and American Influence.
• Blending of Heritage is obvious in all dimensions of Philippine
life.
• Mixed world-view and a belief system with conflicting
ideologies that lack integration
• Languages are rhetoric, the real value systems and beliefs of
the people are still those of rural Malays inspired by animism
and traditional Christianity.
• Philosophy of education based on the actual would enable
educators to determine in a realistic way the desirable
constants and change components of education.
17. • The goal is to develop curriculum that can promote a balance
between the desirable constant elements and the necessary
change elements.
• Various sectors of Philippine society hold conflicting
ideologies. Frequently, the divergence in opinions and lack of
resolution and integration of conflicting views among scholars
create disagreement on the philosophy of education in the
Philippine context. To a large extent, the dissension
contributes to the inability of Filipinos to crystalize a
philosophy of education. This condition contributes to the
failure of many curriculum workers to formulate a curriculum
design that can satisfy the expectations of certain sectors of
society.
18. Juanita Guerrero’s comments in 1989. She laminated the failure
of PRODED to meet some of the targets due to a certain
constraints related to the culture of the people.
• Cultural practices in certain communities;
• Geographical features of the place such as the hilly or
mountainous areas of the tribes;
• The habits and habitat of some tribes such as the seafaring
clients in the South, or the nomadic tribes;
• The homeless children in the urban areas;
• The hungry and malnourished children in the hinterlands; and
• The special children who are either handicapped or gifted.
• All these problems pointed to the failure of curriculum
developers to consider certain realities rooted in the past
during the planning process.
19. Hermeneutics of the Potential
(Future)
• It is necessary to align the purposes of education towards the
liberation of the masses from poverty and powerlessness. The
thrust is on the training of young person’s for entrepreneurship
and the creation of more wealth.
• The aim is to ensure the equitable distribution of wealth to
allow the Filipinos to live in dignity with integrity. The basis of
action is an ethics of achievement based on justice.
• The curriculum puts emphasis on pure sciences and
technology for those who are so inclined but also provides
opportunities for the development of useful
technical/vocational skills to prepare others for the world of
work.
20. • Allows the formulation of the philosophy of education
that defines the ideal. But the ideal has to consider the
existing realities and their underlying causes. If the
existing realities are not brought to bear in defining the
desiderata, the resulting philosophy in the future
becomes unrealistic.
• The current basic education curricula suggest a philosophy
of education for the future, to some extent, however,
because of the conflicting ideologies that remain
unresolved, it is not clear how the purposes of education
can be adequately aligned to the liberation of the masses
from poverty and powerlessness.
21. Philippines 2000
Focuses on two (2) linchpin goals:
1. People’s empowerment
2. Global competitiveness
• People’s empowerment
Increase of access to and improvement of the quality of basic
education with emphasis on public elementary education. To realize
this objective, there would be financial support to the intellectually
promising but economically disadvantaged Filipino youth.
• Global competitiveness
The consequence of proper training of the labor force
especially in areas where the Filipinos have a built-in comparative
advantage: this condition originates from the inherent talents,
capabilities and English language proficiency of the Filipinos.
•
