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CDV610 - Historical Foundations of Curriculum.pptx
- 1. Unit II: Historical Foundations of Curriculum CDV 601: CurriculumTheory and Practice Summer, 2024 Presenter: Joanna Marie G. Fontiveros Student, PhD in Education - Curriculum Development
- 2. • Activity • WesternPerspectives • Philippine Perspective • Key Takeaways • Discussion/ Questions • Assessment Contents Activity Time!
- 3. THE WESTERN PERSPECTIVE The ColonialPeriod ⚬ Puritans in Massachusetts ⚬ John Winthrop (Governor of the Massachusetts Bay Colony) ⚬ John Harvard (Harvard College founder) 1642–1776
- 4. The Colonial Period ⚬Reading of the Bible and religious texts ⚬ Memorization and recitation of catechisms ⚬ Basic reading, writing, and arithmetic 1642–1776 The Colonial Period ⚬ Religious-based curriculum focused on reading scriptures ⚬ Emphasis on basic literacy (reading, writing, spelling) ⚬ Catechism and moral instruction 1642–1776
- 5. The National Period ⚬Thomas Jefferson ⚬ (Advocate for public education) ⚬ Benjamin Franklin ⚬ (Founder of the American Academy) 1776–1850 The Colonial Period ⚬ Establishment of Harvard College in 1636 ⚬ Massachusetts School Law of 1642, requiring children to learn to read ⚬ 1647 "Old Deluder Satan" Act 1642–1776
- 6. The National Period ⚬Instruction in civics, history, and government ⚬ Practical subjects like navigation, bookkeeping, and modern languages 1776–1850 ⚬ Civic education to prepare informed citizens ⚬ Introduction of academies offering broader curricula The National Period 1776–1850
- 7. 19th Century European Educators ⚬Johann Heinrich Pestalozzi (Swiss educator) ⚬ Friedrich Froebel (Founder of Kindergarten) ⚬ Johann Friedrich Herbart (Philosopher and educator) ⚬ Herbert Spencer (English philosopher) ⚬ Land Ordinance of 1785 and Northwest Ordinance of 1787, promoting public education ⚬ Establishment of the University of Virginia in 1819 by Thomas Jefferson The National Period 1776–1850
- 8. 19th Century European Educators ⚬Hands-on learning and activities (Pestalozzi) ⚬ Play-based learning in kindergartens (Froebel) ⚬ Structured instruction with focus on moral development (Herbart) ⚬ Emphasis on sciences and practical knowledge (Spencer) ⚬ Child-centered education (Pestalozzi) ⚬ Kindergarten and early childhood education (Froebel) ⚬ Systematic education based on psychology (Herbart) ⚬ Scientific and utilitarian education (Spencer) 19th Century European Educators
- 9. ⚬ Establishment ofthe first kindergarten by Froebel in 1837 ⚬ Publication of Herbart's "The Science of Education" in 1806 19th Century European Educators ⚬ Horace Mann (American education reformer) ⚬ Henry Barnard (Education advocate) The Rise of Universal Education 1820–1900
- 10. ⚬ Basic literacyand numeracy ⚬ Moral and civic instruction ⚬ Introduction of graded schools and age-appropriate learning The Rise of Universal Education 1820–1900 ⚬ Common school movement promoting universal public education ⚬ Standardized curriculum across public schools The Rise of Universal Education 1820–1900
- 11. ⚬ Committee ofTen ￭ (Led by Charles Eliot) ⚬ Committee of Fifteen ￭ (Led by Nicholas Murray Butler) o John Dewey o G. Stanley Hall The Transitional Period 1893–1918 ⚬ Establishment of the first public high school in Boston in 1821 ⚬ Horace Mann's advocacy leading to the creation of normal schools for teacher training The Rise of Universal Education 1820–1900
- 12. ⚬ Recommendations forhigh school curricula including languages, sciences, and humanities ⚬ Introduction of vocational and technical training The Transitional Period 1893–1918 ⚬ Standardization of secondary education ⚬ Emphasis on both classical and modern subjects The Transitional Period 1893–1918
- 13. ⚬ Franklin Bobbitt(Curriculum theorist) ⚬ John Dewey (Philosopher and educator) ⚬ Ralph Tyler ⚬ William Kilpatrick The Birth of the Field of Curriculum 1918–1949 ⚬ The Committee of Ten report in 1893 advocating a uniform curriculum ⚬ The Committee of Fifteen report in 1895 focusing on elementary education reform The Transitional Period 1893–1918
- 14. ⚬ Publication ofBobbitt's "The Curriculum" in 1918: Laid the foundation for scientific curriculum development. The Birth of the Field of Curriculum 1918–1949 ⚬ Scientific curriculum development ⚬ Progressive education focusing on experiential learning ⚬ Tyler’s Rationale ⚬ Behavioral Objectives ⚬ Project-based learning The Birth of the Field of Curriculum 1918–1949
- 15. ⚬ Ralph Tyler'sEight-Year Study (1933-1941): Influenced modern curriculum design with his systematic approach. The Birth of the Field of Curriculum 1918–1949 ⚬ Dewey's work at the University of Chicago Laboratory Schools: Demonstrated the principles of progressive education in practice. The Birth of the Field of Curriculum 1918–1949
- 16. ⚬ Standards-based curriculum andaccountability measures ⚬ Integration of technology and 21st-century skills ⚬ Differentiated instruction ⚬ Spiral curriculum ⚬ Multiple intelligences ⚬ Jerome Bruner ⚬ Howard Gardner ⚬ Benjamin Bloom ⚬ Jean Piaget ⚬ Lev Vygotsky ⚬ Ralph Tyler ⚬ Hilda Taba Current Focus 1960–Present Current Focus 1960–Present
- 17. ⚬ Adoption ofCommon Core State Standards in the early 21st century ⚬ Increased focus on global education and digital literacy ⚬ Debates on standardized testing ⚬ Emphasis on STEM (Science, Technology, Engineering, Mathematics) ⚬ Collaborative and personalized learning experiences Current Focus 1960–Present Current Focus 1960–Present
- 18. THE PHILIPPINE PERSPECTIVE Pre-Spanish Period ⚬Informal education ⚬ Indigenous families and communities ⚬ Tribal leaders ⚬ Datu Before 1521
- 19. ⚬ Royal Decreeof 1863: Required the establishment of primary schools for boys and girls in major towns. ⚬ Religious and formal education ⚬ Spanish friars and missionaries ⚬ Subjects: Religion (Christian Doctrine), Spanish language, history, mathematics, philosophy, geography, psychology. Spanish Period 1521-1896 Spanish Period 1521-1896
- 20. ⚬ Free andcompulsory primary education, secondary education (Burgos Institute), tertiary education (Literary University). ⚬ Secular and nationalistic education ⚬ Ilustrados (e.g.Jose Rizal) ⚬ Natural sciences, relevant curriculum design, improvement of higher learning centers. Philippine Revolution 1896-1899 Philippine Revolution 1896-1899
- 21. • Subjects ⚬ (PrimaryEducation): GMRC, civics, hygiene and sanitation, geography. ⚬ (Intermediate Curriculum): Grammar, composition, science, physiology, geography. ⚬ Higher Education: Methods of teaching, science, history, government, psychology, social sciences, mathematics, PE, ⚬ “to educate and to train in the science of self- government.” ⚬ Public school system with English as the medium of instruction ⚬ American government, Taft Commission, Thomasites American Period 1898-1935 American Period 1898-1935
- 22. ⚬ Educational Actof 1901 ⚬ separation of church and state in education ⚬ Pensionados • Notable Institutions: ⚬ Philippine Normal School, University of the Philippines, Silliman University American Period 1898-1935 American Period 1898-1935
- 23. • Policies • Codeof Ethics ⚬ 1935 Constitution ⚬ National Council of Education (1936) ⚬ Educational Act of 1940 ⚬ Philippine Commonwealth government ⚬ (Pres. Manuel L. Quezon ) ⚬ Moral, civic, and vocational education ⚬ “Elementary Teacher’s Certificate” Commonwealth Period 1935-1946 Commonwealth Period 1935-1946
- 24. ⚬ Japanese-influenced education ⚬ Japanesegovernment ⚬ Subjects: Tagalog, Philippine history, character education, *Japanese language, social studies Japanese Period 1941-1944 • Revised curriculum • East Asia Co-Prosperity Sphere • Removed ⚬ Anti-Asian opinions ⚬ American-related portions Japanese Period 1941-1944
- 25. ⚬ Supt. JoseV. Aguilar ⚬ Concept of Community School ⚬ Use of Vernacular The Philippine Republic 1946 - 1972 • Filipino – oriented instructional materials • Nationalism • Vocational education The Philippine Republic 1946 - 1972
- 26. ⚬ Educational Decreeof 1972 ⚬ President Ferdinand Marcos The New Society 1972-1986 • Voluntary Accreditation • College Entrance Examination • (NCEE) The New Society 1972-1986
- 27. ⚬ The NewElementary School Curriculum (1983 – 1988) ⚬ General education (as a person, citizen, and a productive agent) ⚬ Human/Civic/Economic/Cultural development is enhanced. ⚬ Fewer learning areas; emphasis on masterly learning The New Society 1972-1986 The New Society 1972-1986
- 28. ⚬ Further improvementof New Elementary School Curriculum ⚬ Increased number school days ⚬ (from 185 to 200) ⚬ Time allotment changes The New Society 1972-1986 The New Society 1972-1986
- 29. ⚬ Student-centered and communityoriented ⚬ Cognitive-affective-manipulative based ⚬ One-track curriculum ⚬ Critical thinking is emphasized New Secondary Education Curriculum 1989 New Secondary Education Curriculum 1989
- 30. ⚬ R.A. 7722– Higher Education of 1994 ⚬ Signed into law by Pres. Fidel V. Ramos ⚬ Commission on Higher Education The Higher Education 1994 1990’s: Philippine Elementary Learning Competencies (PELC) Philippine Secondary Learning Competencies (PSLC) 2002 - 2010: ⚬ BEC and RBEC 2010: ⚬ Secondary Education Curriculum (UBD) The Philippine Basic Education Curriculum
- 31. RBEC Time Allotmentfor Elementary RBEC Time Allotment for Secondary
- 32. ⚬ Enhanced K-12education system ⚬ Curriculum: ￭ Learner-centered ￭ inclusive ￭ developmentally appropriate ￭ relevant ￭ research-based ￭ culture-sensitive ￭ contextualized ￭ global K-12 Basic Education Curriculum 2012-Present • Pedagogical Approaches: ⚬ Constructivist, inquiry-based, reflective, collaborative, integrative. • Mother Tongue-Based Multilingual Education (MTB-MLE) • Tracks: ⚬ Academic, Technical-Vocational- Livelihood, Sports, Arts and Design K-12 Basic Education Curriculum 2012-Present
- 33. 2024 - … MATATAGCurriculum • MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens; • TAke steps to accelerate delivery of basic education facilities and services; • TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and • Give support to teachers to teach better.
- 35. Roots of Departmentof Education Roots of Department of Education
- 36. Western Perspective Period FocusKey Developments Colonial Period (1642–1776) Religious education Early laws for compulsory education establishment of institutions like Harvard National Period (1776–1850) Civic and secular education Education for democratic citizenship Land Ordinance (1785) Northwest Ordinance (1787) 19th Century European Influences Child-centered education, scientific and practical knowledge. Kindergarten, systematic instruction methods. Rise of Universal Education (1820– 1900) Standardized education for all Common school movement, public high schools, compulsory education laws. Transitional Period (1893– 1918) Standardization, diverse curricula including classical and modern subjects. Committees of Ten and Fifteen, emphasis on vocational training. Birth of Curriculum Field (1918–1949) Scientific management, progressive education. Bobbitt's "The Curriculum," Dewey's experiential learning, Tyler's educational principles. Modern Era (1960–Present) Standards-based education, technology integration, diverse learning needs. Common Core, focus on STEM, digital tools in education. Philippine Perspective Period Focus Key Developments Pre-Spanish Period (Before 1521) Practical skills, community-based learning Informal education within tribes and families Spanish Period (1521–1896) Religious education under Spanish colonial rule. Christian Doctrine, Spanish language instruction, establishment of religious schools American Period (1898–1935) Secular public education, English as medium of instruction Establishment of public school system, introduction of American educational practices Commonwealth Period (1935–1941) Moral, civic, and vocational education. Policies promoting self-governance and civic education Japanese Period (1941–1945) Japanese-influenced education. Emphasis on Tagalog, Philippine history, and Japanese language Post-War Period (1946–Present) Modernizing and improving education quality. Bilingual education, competency-based education, continuous reforms.
- 37. Key Takeaways • Evolutionof Educational Goals • Standardization • Innovative Approaches • Global Influence Western Perspective
- 38. Key Takeaways • ColonialInfluence • .National Identity • Modernization Efforts • Cultural Integration Philippine Perspective
- 39. Points for Discussion- global Influence and adaptation - colonial legacy - national identity What could be the implications of the historical foundations of curriculum on the following:
- 40.
- 41. Discussion Questions How caneducational policymakers effectively adapt global best practices in curriculum development to suit local cultural and contextual needs, particularly in countries with a complex colonial history like the Philippines? Question #1
- 42. Discussion Questions Whatare the best approaches to balance the need for standardized educational frameworks with the demand for diverse curricular offerings that cater to varying student interests and abilities? Question #2
- 43. Discussion Questions Whatemerging trends in technology and pedagogy should be integrated into future curriculum development to prepare students for the challenges of the 21st century, and how can these trends be implemented effectively? Question #3
- 44. Assessment Critically analyze therole of historical influences in shaping contemporary curriculum development in both Western and Philippine educational systems. Discuss how these influences impact current educational practices and propose strategies for integrating global best practices while addressing local cultural and contextual needs. • Criteria: • UnderstandingofHistorical Influences (25%) • Impacton Current EducationalPractices (25%) • Integration of Global BestPractices (25%) • Critical Analysis andArgumentation (15%) • Clarityof Structure and Writing (10%) • Total: 100%
- 45. Learning from thepast is the cornerstone of education; by understanding history, we illuminate our present and pave the way for a brighter, more informed future. Thank you!