For the purpose of having a better Idea about what is curriculum is.

1. Curriculum Approaches
NON-TECHNICAL/NON-
SCIENTIFIC APPROACH
AGUSTIN, IVY DAWN ZAIRAH L.
BULACSAO, JOHN DEXTER
SOPOT, ODESSA
II-4 BFE

2. NON-TECHNICAL OR NON-
SCIENTIFIC APPROACH
 SUBJECTIVE, PERSONAL, AESTHETIC, HEURISTIC,
TRANSACTIONAL
 CURRICULUM EVOLVES
 STUDENTS ARE SEEN AS ALWAYS EVOLVING.
 ASSERT THAT MUCH OF WHAT A CURRICULUM
ACCOMPLISHED IS IMMEASURABLE (E.G., NOT FULLY
REFLECTED BY TEST SCORES).

3. NON-SCIENTIFIC
APPROACH
• SUBJECT MATTERS HAVE IMPORTANCE ONLY IF
STUDENT CAN FIND MEANING IN IT FOR HIMSELF
 WORLD AS LIVING ORGANISM, NOT A MACHINE
 VIEW LEARNING AS HOLISTIC, STUDENT-CENTERED,
AND ITS MODEL IS THE DELIBERATION MODEL
 SIGNIFIES AN APPROACH TO LEARNING WHICH IS
PREDOMINANTLY 'WHOLE PERSON’
i.e. it seeks to engage fully all aspects of the learner
- mind, body and spirit.

4. Holistic
Learning
 THE UNDERLYING HOLISTIC PRINCIPLE IS THAT A
COMPLEX ORGANISM FUNCTIONS MOST EFFECTIVELY
WHEN ALL ITS COMPONENT PARTS ARE THEMSELVES
FUNCTIONING AND CO-OPERATING EFFECTIVELY.
(CONCEPT OF SYNERGY).
 IN TERMS OF MAINSTREAM EDUCATION A 'WHOLE
PERSON' APPROACH TO LEARNING IS MUCH MORE
LIKELY TO BE OBSERVED WITHIN THE SENSORY-RICH
NURSERY OR PRIMARY SCHOOL ACTIVITY ROOM THAN
IN THE INTELLECT-DOMINATED UNIVERSITY LECTURE
THEATRE.

5. Student-Centered
Approach
 BUILT UPON THE LEARNER’S KNOWLEDGE, SKILLS,
LEARNING, AND POTENTIALS.
 THIS IS BASED ON THE UNDERLYING PHILOSOPHY THAT
THE CHILD IS THE CENTER OF THE EDUCATIONAL
PROCESS. (CURRICULUM IS CONSTRUCTED BASED ON
THE NEEDS, INTEREST, PURPOSES, AND ABILITIES OF THE
LEARNERS)

6. Deliberation Model
 PHASE ONE: PUBLIC SHARING.
 AN EDUCATIONAL GROUP MUST COME TOGETHER. DISCUSS
WHAT NEEDS TO BE ACCOMPLISHED.
 PHASE TWO: HIGHLIGHTING AGREEMENTS AND
DISAGREEMENTS.
 THE EDUCATIONAL GROUP MUST HIGHLIGHT WHAT THEY HAVE
IN COMMON AND ALSO WHAT THEY DIFFER IN OPINION.

7.  PHASE THREE: EXPLAINING POSITIONS.
 THE MEMBERS OF THE GROUP WILL TAKE THE
INFORMATION FROM THE PREVIOUS PHASES AND MAKE
CLEAR THE VARIOUS POSITIONS.
 PHASE FOUR: HIGHLIGHTING CHANGES IN POSITION.
 EDUCATORS MAKE KNOWN ANY CHANGE IN POSITION. WHY
THEY CHANGED THEIR POSITION.
 PHASE FIVE: NEGOTIATING POINTS OF AGREEMENT.
 ENGAGES PARTICIPANTS IN SEARCHING FOR SOLUTIONS.
 PHASE SIX: ADOPTING A DECISION.
 INDIVIDUALS ACHIEVE CONSENSUS.

8. Difference from
Scientific/Technical Approach
NON-SCIENTIFIC APPROACH SCIENTIFIC APPROACH
STUDENT-CENTERED SUBJECT-CENTERED APPROACH
STRESS IS ON LEARNER STRESS IS ON OUTPUT
CURRICULUM EVOLVES RATHER
THAN PRECISELY PLANNED

9. REFERENCES
Bilbao, P. P., Lucido, P. I., Iringan, T. C., Javier, R. B., (2005).
Curriculum Development. Quezon City: Lorimar Publishing Inc.
INTERNET
https://docs.google.com/presentation/d/1fjfCUlSCx4HJSZ-
nEn5GQobMdtAmiX6ztmUTf0LCUJ8/edit?pref=2&pli=1#slide=i
d.i108
https://www.scribd.com/doc/103418978/Non-Technical-Non-
Scientific-Approach
http://www.jwelford.demon.co.uk/brainwaremap/holist.html
https://en.wikibooks.org/wiki/Curriculum_Design_and_Technology
_Integration/The_Deliberation_Model_%26_Hunkins_Model_of_
Curriculum_Design