2. Sources of Curriculum design:
Society as
a source
Science
as a source
Romantic (RADICAL)
Design
Humanistic
Design
Moral Doctrine
as a source
3. Why Science as a source?
• The science curriculum aims to help children
to develop basic scientific ideas and
understanding about the biological and
physical aspects of the world, and the
processes through which they develop this
knowledge and understanding.
• Children creates new knowledge and learn
about scientific concepts.
4. SCIENCE AS A SOURCE
depend on the scientific method
value the observable and quantifiable
elements
prioritized problem solving and thinking
strategies
emphasizes LEARNING HOW TO LEARN
5. founded on cognitive psychology
value science and organization of
knowledge
curriculum should prioritize the teaching
of thinking strategies
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6. SOCIETY AS A SOURCE
school is a vehicle for the development of
society
ideas should come from the exploration of
the social situation
consider the present and future
characteristics of society
7. should not disregard social multiplicity
(foreigners & immigrants), ethnic groups,
and social classes
must be managed within social, economic,
and political contexts
realize need for collaboration among
individuals and groups
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8. MORAL DOCTRINE AS A SOURCE
look into the past for guidance in present
work on the content
stress lasting truths advanced by the great
thinkers of the past
emphasis is on the content and labels
some subjects as more influential than
others
9. BIBLE/ OTHER RELIGIOUS DOCUMENTS
reference, common in schools during
Spanish period
lesser influence in public schools today
because of church and state separation
private and parochial schools still
support this
10. being in touch with spirit allows one to see
the essences of reality and to generate new
ways of viewing knowledge, new
relationships among people, and new ways
of perceiving one’s existence
11. SPIRITUAL INDIVIDUALS
develop empathy, insight & compassion
consider and promote welfare of others
welcome differing viewpoints
ask questions about the nature of the world, the
purpose of life, and what it means to be human and
knowledgeable
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12. ROMANTIC (RADICAL) DESIGN
•Pestalozzi-”individuals can find their
true selves by looking to their own
future”(Hunkins and Ornstein, 2013)
•Radicals believe today’s schools are
organized to further social classes
and the haves and have-nots.
13. •Is not just learning knowledge but experience
it. Engagement.
•The teacher’s role is to function as awareness
makers.
•Radicalists view society as flawed and schools
are a product of that. View current curriculum
as oppressive.
14. HUMANISTIC DESIGN
•Based in Humanistic Design
Psychology(study of the whole
person)
•Role of the educator is to provide a
conducive environment that fosters
genuineness, empathy and a mutual
respect for self and others.
•Classrooms are collaborative,
15. •The curriculum design should allow students to
formulate a perceived individual and social
good, and encourage them to participate in a
community.
•Critics of humanistic design say it doesn’t
consider learner consequences. Also it
overemphasizes the individual and therefore
ignores societal needs.
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