Concepts of Curriculum and the connections between philosophy and design of curriculum.

1. INTEGRATED
PLANNING,
INSTRUCTION AND
ASSESSMENT
PME 810
MODULE 2 ASSIGNMENT (SUMMER 2017)
STEPHANIE SWALES AND JACQUELINE SAMUELS

2. CONCEPTS,
PHILOSOPHIES
DESIGN OF
CURRICULUM
ESTABLISHING KEY
CONNECTIONS

3. DEFINITIONS
Concepts
• The means and
materials with which
students will interact
for the purpose of
achieving identified
educational outcomes
Philosophies
• Provides a framework
and guidelines for
organizing curriculum
and program
development
Design
• The arrangement of
curriculum, connecting
all the parts and
showing how they
interrelate

4. PHILOSOPHY AS A BASIS FOR CURRICULUM
A curriculum generally steers the direction of an institution.
It is important to have a philosophy that drives the
development of the curriculum. Ornstein (1990/1991),
suggests that philosophy provides ‘educators, especially
curriculum specialists, with a framework for organizing
schools and classrooms.’
The idea is that it will provide answers to key questions such
as: ‘What are the school’s purpose, what subjects are of
value, how students learn, and what methods and materials
to use.’

5. MAKING CONNECTIONS
Concept:
Academic Rationalism
Philosophical Base:
Perennialism, Realism
Design:
Subject, Discipline
Curriculum Focus:
Subjects, mastery of facts and
knowledge

6. ACADEMIC RATIONALISM
Perennialism/Realism
• Focus on classical disciplines/subjects
• Goal for intellectual excellence
Subject Design, Discipline Design
• Focus is on subject matter, the disciplines
• Stresses understanding conceptual processes of a discipline

7. MAKING CONNECTIONS
Concept:
Cognitive Process
Philosophical Base:
Pragmatism
Design:
Broad Fields,
Learner Centred
Curriculum Focus:
ethods of how
We educate,
Development of transferable cognitive
skills

8. COGNITIVE PROCESS
Pragmatism
• Role of educator is to facilitate learning progression
• Best actions/processes to develop cognition in educational and
social settings
Broad Field, Learner Centered Design
• Connections are made between concepts within different
disciplines
• Emphasis on the learners and how they learn

9. MAKING CONNECTIONS
Social Reconstruction
Philosophical Base: Pragmaticism,
Design: Problem Centered,
Romantic/Radical
Curriculum Focus: societal
needs, education for societal
change

10. SOCIAL RECONSTRUCTION
Pragmaticism
• Education to improve society
• Identify and solve societal problems
Problem Centered, Romantic Radical Design
• Focused on injustice within society
• Belief that change is required to better humanity

11. MAKING CONNECTIONS
Concept:
Self Actualization
Philosophical Base:
Idealism, Pragmatism
Design:
Process, Learner Centred
Curriculum Focus:
Education enables learners for the
future

12. SELF ACTUALIZATION
Idealism, Pragmatism
• Emphasis on intellectual growth of learner
• Goal is to develop psychologically and sociologically
Process, Learner Centered Design:
• Aim to teach transferable cognitive skills
• Learning is outgrowth of individual experience

13. MAKING CONNECTIONS
Concept:
Technological Process
Philosophical Base:
Realism
Design:
Subject
Curriculum Focus:
Efficiency in teaching methods by
which knowledge is shared

14. TECHNOLOGICAL PROCESS
Realism
• Concerned with tangible learning results
• Emphasis on the most efficient method to impart
knowledge
Subject Design
• Content is organized
• Focus predominantly on content over individual

15. REFERENCES
• Edward S., Ebert. C., Bentley M., Defining Curriculum (updated Jul 19, 2013),
Retrieved from https://www.education.com/reference/article/curriculum-definition/,
July 10, 2017
• Eisner, E.W. &Vallance, E. (1974). Conflicting Conceptions of Curriculum. Berkeley,
CA: McCutchan Publishing Corporation
• Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High
School Journal, 74, 102-109.
• Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From
realism to pragmatism and reconstructionism. Journal of Vocational and Technical
Education, 10(2), 37-45.