Academic Rationalism is a curriculum orientation that values traditional academic subjects and their role in developing students' rational thinking abilities. It is based on the seven liberal arts of classical antiquity. Key characteristics include distinct academic subjects, finding the most worthy subjects of study, and using subjects to develop intellect and values. The purposes are to transmit knowledge between generations, develop a commitment to learning, and train a rational mind through mastery of knowledge, mental discipline, memorization, analysis, classification, and reconstruction. Academic Rationalism was prevalent for 300 years but declined in the 20th century with the rise of vocational education, though it remains part of some private school curriculums today.

1. Academic
Rationalism
Acosta, Fernando
Miranda, Sheila
BSE-I

2. DEFINITION
 An orientation to the curriculum that
honors the role of traditional content in
the development of the rational human
mind.
 “What knowledge is most worth?”

3. CHARACTERISTICS
 curriculum as distinct subjects or
disciplines
 finding subject areas most worthy of study
 oldest curriculum orientation
 Stresses the intrinsic value of the subject
matter and its role in developing the
learner‟s intellect, humanistic values and
rationality.

4. PURPOSES
 transmit the knowledge, culture, and
aesthetics of one generation to the next.
 develop a personal commitment to
learning.
 develop a rational mind
 train students to do research

5. HOW?
 Mastery of knowledge through tradition
 “Mental Discipline”
 Memorize
 Analyze
 Classify
 Reconstruct

6. HISTORY: Rise of Academic
Rationalism
 originates from the seven liberal arts of the
classical curriculum
 Starts from Ancient Greece and classical
Roman period
 Modified by Christian scholars in the
Middle Ages
 Prevailed in Europe and the US for 300
years

7. HISTORY: Decline of Academic
Rationalism
 Declined in the U.S. in the 20th century,
with the growth of middle class and desire
for vocational curriculum
 Challenged by pragmatist philosophers
like John Dewey but defended in the
1930s-40s by Chicago professors Robert
Maynard Hutchins and Mortimer Adler

8. Academic Rationalism TODAY
 Present in curriculums of various U.S.
Catholic schools and private secondary
schools
 Liberal Arts still present in universities, but
they are now more modern and bear a
more professional orientation.

9. Issues
 Creates a two-tier system of education
 Higher “cultural” traditions of an elite
 More concrete and practical lifestyles of
the masses
 Fallacy of Content
 „what‟ vs. „how‟ of learning
 Fallacy of Universalism
 Content is interesting regardless of learner
characteristics

10. Plato, The
Republic (Book
IV)
“the power of
reason can
guide humankind
closer to
enhanced
understanding
and appreciation
of the eternal
standards of truth,
goodness, and
formal beauty”

11. REFERENCES
 Understanding and shaping curriculum:
what we teach and why - Thomas W.
Hewitt
 Curriculum development in language
teaching - Jack C. Richards
 Encyclopedia of Curriculum Studies,
Volume 1 - Craig Alan Kridel