Determinants of curriculum

Determinants of curriculum
Compiled by,
Rupa Gupta
Assistant Professor
Regional Institute of Education (NCERT), Bhubaneswar
Compiled by, Rupa Gupta (Asst. Prof.), Regional
Institute of Education (NCERT), Bhubaneswar 1

MEANING
1) Etymological: ‘currer’ which means to run.
2) General: The ground which the pupils and the
teacher cover to reach the goal of education.
3) Traditional: Mastery over certain types of
knowledge and skills.
4) Modern: It is a process intended to help pupil to
live in present world & to build the future world
in which his generation would live.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
2

DEFINITION
Mudalior commission –
“Curriculum includes all the learner’s
experiences in or outside that are included in a
program which has been devised to help him
develop physically, emotionally, socially,
spiritually and morally.”
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CURRICULUM DEVELOPMENT
• The processes of assessing needs, formulating
objectives, and developing instructional opportunities
and evaluation.
• The process of creating planned curriculum, pedagogy,
instruction, and presentation modes.
• The processes of assessing needs, formulating
objectives, and developing instructional opportunities
and evaluation.
• The process of creating planned curriculum, pedagogy,
instruction, and presentation modes.
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DETERMINANTS OF
CURRICULUM
i. Ideologies and educational vision.
ii. Socio-political, geographical-economic
conditions.
iii. National & International Context-multi-
cultural, multi-lingual aspect.
(Philosophy, Psychology, Science, Economics,
Sociology, Politics)
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Curriculum determinants includes all those factors that
influence in some way or other the process of
curriculum making as well as the implementation of
curriculum.
 The influencing factors could have its origin in:
 Philosophy
 Psychology
 Science
 Economics
 Sociology
 Politics
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Philosophical determinants of curriculum
• It aims at the all-round development of the individual.
• It is based on the philosophy of the nation.
• It reflects the ideals and aspirations of the people.
• It inculcates the desired ideals of life in the youngsters.
• It helps in the development of proper philosophy of life.
• It is in accordance with the aspiration level of the individual.
• It enables the learners to learn the desirable cultural values,
intellectual virtues, societal norms and moral doctrine.
• It helps in the development of the personal and national character.
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 John Dewey viewed philosophy as the all-encompassing aspect of
the educational process - as necessary for forming fundamental
dispositions, intellectual and emotional, toward nature and fellow
man.
The philosophical foundations of the education
i. Idealism
ii. Naturalism
iii. Pragmatism
iv. Realism
v. Existentialism
vi. Essentialism
vii. Progressivism
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I. Idealism
 Idealistic curriculum reflects the cultural heritage
and civilization of the whole human race.
Plato advocates three types of activities i.e. intellectual,
aesthetic and moral for the attainment of ideals of life
i.e. truth, beauty and goodness.
 He stresses language, literature, history, geography,
maths, science for intellectual activity.
 He emphasizes arts and poetry for aesthetic activity.
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II. Naturalism
Naturalists emphasises the child centred
methods of teaching.
They recommend proper motivation and
effective use or illustrative aids to capture and
maintain the child’s interest in the lesson.
They advocate perfect freedom for the child.
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III. Pragmatism
 Pragmatic curriculum reflects practical utilitarian
subjects.
 The curriculum designed based on the principle of utility,
integration and child’s personal needs, interests and
experience.
 Curriculum must not exist apart from the social context.
The pragmatism places heavy emphasis on broad-field
curriculum, diversified curriculum, experience-centred
curriculum, problem-based curriculum.
 In brief, the pragmatic curriculum is built on people’s
experiences and needs
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IV. Realism
According to realism, observable fact is the truth.
Hence field trips, laboratories, audio-visual
materials and nature are ingredients of
methodology.
Realistic curriculum placed heavy emphasis on
knowledge-based, subject-centred curriculum
with humanistic and scientific subjects
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V. Existentialism
Existentialist placed heavy emphasis on
completely individualized curriculum,
consisting of human conditions, choices and
life-situation.
Existentialists emphasize the subjective
knowledge of humanistic subjects rather than
the objective knowledge of scientific subjects.
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VI. Essentialism
 Essentialism emphasizes academic subject-
centred curriculum consisting of essential
skills (three R’s.) and essential subjects
(English, science, history, math).
Essentialism advocates fundamentals or
mastery of essential skills and facts that form
the basis of the subject matter.
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VII. Progressivism
In progressivism, the focus of curriculum is
based on students interests, involves the
application of human problems and affairs;
interdisciplinary subject matter; activities and
projects.
Progressivism placed heavy emphasis on
activity-based curriculum, relevant curriculum
and humanistic curriculum.
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Psychological determinants of curriculum
Knowledge of the nature of the learner and
learning process and the condition facilitating
optimum learning.
 Knowledge of growth and development
Intelligence, development capacities.
Curriculum to be child centered, learning
experiences should be provided in accordance
with the mental development of the learner.
Interests of the learner.
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 So, curriculum makers should see if the curriculum they plan on a
psychological basis by asking the following questions and
conforming that the answers are positive;
o Is the curriculum designed keeping is view the needs and interest of
the learners?
o Is it graded and sequenced according to the age and particular stage
of the development of the learners?
o Is it flexible enough to make allowances for the individual
differences among learners?
o Does it foster a sense of innovation and independent thinking in
individuals besides the acceptances of group norms?
o Does it develop a realistic confidence besides tolerance to other’s
views in the area of the learning?
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Scientific :
To achieve complete development of an
individual & to prepare for complete living i.e.
human activities in 5 categories:
1. self preservation
2. self protection
3. promote human protection
4. social & political protection
5. proper utilization of leisure time.
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Geographical aspect of curriculum
 Geographical aspect of curriculum must addresses both
national and international.
 But, generally geographical aspect of curriculum is
confined within national or local contexts, while many
geography curricula promote relatively narrow national
agendas.
 Proof of this can be seen in most of the introductory
textbooks of that we use.
 So, the geographical curriculum should be designed in a
way that it promote, education as an effective media to
reflect the geographical needs of the community i.e.
Dynamic, flexible and progressive.
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Economics
 Enables the youngsters to participate efficiently in their
economic life.
 Inculcates in them respect for different vocations and
professions and creates the dignity of labour.
 Develops desirable economic attitudes
 Aids them in promoting the economic progress.
 To develop each individual to the optimum possible
progress level.
 Aims at educating for the vacation and vocation.
 It is functional and economically utilitarian.
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Sociological determinants of curriculum
 Cortes defines this societal curriculum as the
massive, ongoing, informal curriculum of
– family,
– neighbourhoods,
– Peer groups,
– occupations,
– organizations,
– mass-media & other socializing forces
that "educate" all of us throughout our lives.
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i. Changing values of the
people.
ii. Demands of modern society.
iii. Good family, ways of life.
iv. Democratic temper of the
society.
v. Faith beliefs and the attitudes
of the people.
vi. Core values and needs of
Indian societies.
vii. Media explosion
viii. Regional and national
imbalances
ix. Economic efficiency
x. Education for fellowship and
leadership
xi. Creative and purposeful
activities
xii. Cultural, political factors
xiii. Knowledge attitudes and
beliefs.
xiv. Cooperation
Following are the sociological determinants of curriculum :
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According to educational sociologist
curriculum must include subjects like :
– Health and physical education
– Social studies
– Languages
– Mathematics
– Music & Art
– Applied arts
– General science
– Vocational subjects.
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Political :
To develop democratic values of:
 social justice
 Equity
 Socialism
 rights & duties.
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 The value building national goals to
be considered in preparing the
National Core Curriculum are as
follows:
 Growth as human being and
membership in society
 Requisite knowledge and skills
 Promotion of knowledge
 ability, equality and lifelong learning.
 Internationalisation of the
curriculum is the process of
designing a curriculum that meets
the needs of an international student
body .
 Ultimately, the process is about 'fair
play'.
 The ideal international curriculum
provides equably for the learning
ambitions of all students,
irrespective of their national, ethnic,
cultural, social class - caste or
gender identities.
National and International Context
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Multicultural Curriculum
 A Multicultural curriculum is the integration of ideals into a
schools courses of study that nurture the practice that hopes
to transform the ways in which students are instructed by
giving equal attention to the contributions of all the groups
in a society.
 It must be well-conceived, sensitive, thorough, and include
the histories, experiences, traditions, and cultures of
students in the classroom.
 A multicultural curriculum recognizes language diversity
and promotes the attitude that all languages and dialects are
valid communicating systems for some groups.
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Goals of a Multicultural Curriculum
 To help students from diverse cultures learn how to transcend their cultural
borders and engage in dialogue and action essential for a balanced
democratic political system and way of life.
 To prepare students for global citizenship.
 To help students understand and appreciate cultural differences and
similarities and to recognize the accomplishments of diverse ethnic, racial,
and socioeconomic groups.
 To help students understand the significant historical experiences and basic
cultural patterns of ethnic groups, the critical contemporary issues and
social problems confronting each of them, and the dynamic diversity of the
experiences, cultures, and individuals within each ethnic group.
 To help individuals function easily and effectively with members of their
own and other racial, ethnic, and cultural groups by providing opportunities
for students to explore lines of cross-cultural communication and to
experiment with cross-ethnic and cross-cultural functioning.
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Multilingualism Curriculum
 The Multilingualism Curriculum seeks to realize an
inclusive approach to language education.
 Its aim is to help students navigate their way through a
world of linguistic diversity, to enable them to become
autonomous and goal-focused learners who can acquire new
language qualifications and develop the skills necessary to
cope with multilingual situations and settings.
 The curriculum also supports the development of individual
language profiles by encouraging learners to draw on
existing linguistic resources, to identify links and
connections between their various languages and embed this
knowledge into more general linguistic insights.
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The goal is to go beyond the provisions of
individual language curricula and arrive at;
more comprehensive and differentiated view of the
linguistic reality of contemporary society
the integration of language learning in personal
development
a more general validity of acquired knowledge and
skills
 more cooperation between the different subject areas.
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Conclusion
• Curriculum is organised and designed to achieve
the social purpose of education.
• It is an effective instrument of social control.
• Education is not to be confined to the study of a
few subjects alone but is to present any
epitomised study of the diversified social life.
• ‘ Lead to the development of genuine “ we
feeling” i.e. of a group having a spirit of social
interaction.’ Compiled by, Rupa Gupta (Asst. Prof.),
Bhubaneswar
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