The document summarizes key aspects of curriculum theory from various sources in two chapters. Chapter 4 discusses theory processes in curriculum, including definitions, theory content and building activities. It also examines exemplars in curriculum thinking from different historical periods. Chapter 9 defines basic terms related to the nucleus of a curriculum. Overall, the document provides an overview of curriculum theory, its components and development over time.

1. EDU 5356
CURRICULUM THEORY
Wirda (GS31836)
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2. “Curriculum Theory” by Beauchamp, G.A.
Chapter 4 & Chapter 9
 Chapter 4 – Curriculum Theory
 Theory Processes in Curriculum
 H/O1 – “Curriculum Theory”, Curriculum: Foundations, Principles and Theory (2nd
Edition), Ornstein A.C. & Hunkins F.P., USA (1993) ;page 183-208
 Article 1 – “Basic Components of a Curriculum Theory”, Beauchamp G.A.,
Curriculum Theory Network, No. 10 (Autumn, 1972); page 16-22
 Article 2 – “Beauchamp’s ‘Basic Components of a Curriculum Theory’ – A
Rejoinder, Posner, G.J., Curriculum Theory Network, Vol. 4 No. 1 (1973-1974);
page 56-60
 Exemplars in Curriculum Thinking
 H/O2 - “The Field of Curriculum” & “Historical Foundations of Curriculum”,
Curriculum: Foundations, Principles and Theory (5th Edition), Ornstein A.C. &
Hunkins F.P., Pearson Boston (2009) ;page 18-21 & 63-102
 H/O3 - “Curriculum Theory”, Curriculum Design Techniques, Nelson, A., Wm. C.
Brown Publishers Indiana (1990), page 1-21
 H/O1 – “Curriculum Theory”, Curriculum: Foundations, Principles and Theory (2nd
Edition), Ornstein A.C. & Hunkins F.P., USA (1993) ;page 183-208
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3. “Curriculum Theory” by Beauchamp, G.A.
Chapter 4 & Chapter 9
 Emerging Status of Curriculum Theory
 H/O4 – “Curriculum Theorizing”, Curriculum: Alternative Approaches
Ongoing Issues, Marsh C.J. & Willis G., Pearson New Jersey (2007),
page 94-145
 H/O5 – “Curriculum Theorizing”, Key Concepts for Understanding
Curriculum (4th Edition), Marsh C.J., Routledge New York (2009), page
249-259
 Chapter 9 – The Nucleus of a Curriculum
 Basic Definitions
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4. Curriculum Theory
Hilda Taba George J. Posner
 “any enterprise as complex  “theoretical perspectives
as curriculum requires allow us to contemplate
some kind of theoretical or and ‘see’ educational
conceptual framework of landscapes in particular
ways.”
thinking to guide it.”
H/O 1
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5. Curriculum Theory
Ornstein & Hunkins
 “Good curriculum theory  “However, it is impossible to
fully predict educational
describes and explains the outcomes. Like other aspects
concepts, principles, and of education, curriculum
relationships that exist involves judgments, hunches,
and insights that are not
within the field. It also has always conducive to laws,
predictive values, rigorous principles or generalizations.
laws yield high probability Often, a curriculum does not
emerge as a tightly regulated,
and control. Good theory concise set of enterprises but
also prescribes actions to evolves as one action or
choice that leads to another.”
be taken.”
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6. The Meaning of Theory
Greek word - theoria George Beauchamp
 Means: wakefulness of  All theories are derived from
mind 3 broad categories of basic
realms of knowledge:
 It is a type of ‘pure viewing’
of truth 1. The Humanities (philosophy,
music, art, literature, etc)
 Theory explains reality
2. The Natural Sciences
 Four functions to theory: (chemistry, physics, botany,
1. Description geology, etc)
2. Prediction 3. The Social Sciences (history,
3. Explanation sociology, psychology,
4. Guidance anthropology, etc)
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7. Theory Processes in Curriculum
Curriculum
Theory-
Definitions & Theory Content Building
Activities
Definition 3 ways of using the word “Curriculum” (p59)
As a substantive Relationships between:
A curriculum phenomenon –
theory is a set of - Goals & culture content
talks and plan on
related it, a written - School organization & scope and sequence
statements that curriculum - Culture content & overall design
gives meaning to
a school A system – 1. The choice of arena for curriculum decision making.
curriculum by consists of the 2. The selection and involvement of persons in c. planning.
pointing up the people and
relationships 3. organization for and techniques used in c. planning
procedures
among its needed 4. Writing of c. 5. implementing 6. evaluating
elements and by 7. Providing for feedback & modification
directing its An area of
development, professional
use and Purpose is to advance knowledge on curriculums and
study – a total curriculum systems.
evaluation. field of study
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8. Theory Processes in Curriculum
Definitions
& Theory Curriculum Theory-Building Activities
Content
2. 3. Inferential and
1. Establishment Classification predictive research 4. Sub-theory development &
of descriptive of existing Development and use of models
and new - Inferring (a logical
and prescriptive - A mature theory is supported
knowledge process) is a proposition
definitions for with sub-theories
or generalization derived
technical terms - Another from evidence by - The sub-theories are dependent
- Essential for theory reasoning. upon the concepts and procedures
theorists to function
- Prediction is a special of the theorist wishes to associate
define the key - with the field of curriculum. E.g.:
case of inference –
terms of his field Classification c.design, procedures for c.planning
predictive relationships
- e.g.: concepts system is research is designed so & implementation
such as needed to that one can estimate the - Model building – useful in
curriculum, show order unknown from the depicting procedures for
subject matter, and known. E.g.: correlation c.planning & implementation
design, relationships and regression analysis
implementation, and - Can be borrowed from other
meanings. - Curriculum itself is an areas of knowledge, eg: business
evaluation
expression of prediction
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9. Exemplars in Curriculum Thinking
Historical Foundations of Curriculum
1918-1949 Later
19th century Developments
The * Activity
European The
Transitional Analysis *Tyler Rationale
Educators Development
Period *Macdonald
* Herbartian *26th Period
*Dewey Yearbook Diagram
movement * Rugg
(child (statement of *Beauchamp
(society working * Caswell
centered) Framework
centered) principles for
curriculum)
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10. H/O 2: page 72
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11. H/O 2: page 87
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12. H/O 3: page 3
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13. H/O 2: page 89
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14. H/O 2: page 90
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15. H/O 2: page 92 & 93
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16. H/O 2: page 93 & 94
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17. Exemplars in Curriculum Thinking
Historical Foundations of Curriculum
1918-1949 Later
19th century Developments
The * Activity
European The
Transitional Analysis *Tyler Rationale
Educators Development
Period *Macdonald
* Herbartian *26th Period
*Dewey Yearbook Diagram
movement * Rugg
(child (statement of *Beauchamp
(society working * Caswell
centered) Framework
centered) principles for
curriculum)
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18. H/O 2: page 97
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19. Later Developments
Beauchamp Smith
 Curriculum theory was related  3 principal tasks which
conceptually to theory building
in other domains of knowledge. philosophy can help
 Basic principles: curriculum theorists:
 Careful and consistent use of 1. To formulate and justify
technical terminology educational purposes
 Analysis and classification of
knowledge and conjecture 2. To select and organize
 Use of predictive research to knowledge
increase the number of firm 3. To deal with verbal traps
generalizations, or laws, were
cited as principles that would give
better explanation for curriculum
phenomena
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20. 20
H/O 1 – page 194 & Curriculum Theory Book page 70
1. - The four systems prevalent in
schooling.
2. - The curriculum system using
a general systems model
characterized by the
components of input, content
and process, output and
feedback.

21. Later Development
Broudy, Smith & Burnett Maccia
 Page 73, CT book
 Page 72, CT book
 4 types of curriculum theory:
 Curriculum is depicted as 1. Curriculum theory (event theory)
part of a total system of - Sorting out and characterizing
of events and relating them
influence directed at 2. Formal curriculum theory
students. - Focussed on the structure of
curriculum content
3. Valuational curriculum theory
- Concerned with the issue of
what instructional content is the
most valuable to present
4. Praxiological curriculum theory
- Speculation about appropriate
curriculum means for reaching
curriculum objectives
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22. Later Developments
Johnson’s Six-Point
Schema for Curriculum
• a curriculum is the output
of a curriculum development
system
• the curriculum
development system is not
curriculum
• curriculum as a structured
series of intended learning
outcomes
• curriculum is designed to
promote and guide
instructional planning which
in turns guides instruction
leading to learning
outcomes
• page 74, CT book
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23. Emerging Status of Curriculum Theory
1. Curriculum 2. Sources of 4. Issues in 5. Theory
Curriculum 3. Curriculum
Definition Design Issues Curriculum Implications
Decisions Engineering
a. Adult survey and job Any curriculum
The Character of the analysis (society a. Written theory should…
curriculum field centered) a. Who will be
document or not involved? a. Begin by
answers questions
like: b. Man’s accumulated b. The sphere defining its set of
culture as a recognized b. Curriculum
1. Is curriculum a (level, subjects) events
source (culture Implementation
concept unique to centered) c. Contents / (problem) b. Make clear its
schooling? accepted values
subject matter c. Curriculum
2. Does curriculum c. The student (behavioral and sources for
include instruction or evaluation
3 approaches: objectives or not?) making decisions
teaching? (problem)
- Needs assessment c. Specify the
- Identification and characteristics of
description curriculum design
The Characteristics of developmental stages
curriculum design of children and youth d. Describe the
answers questions - The student tell you essential processes
like: what they want as their for making
curriculum (radical) curriculum
1. Should a curriculum
contain a set of (students centered) decisions and the
behavioral or other interrelationships
kind of objectives? d. Past experiences in among those
curriculum affairs
2. Should a curriculum processes
specify instructional
e. Values held by the e. Provide for
plans and materials?
decision makers continuous
regeneration of
f. Social and political
authority
curriculum
decisions
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24. Emerging Status of Curriculum Theory
H/O 4
Walker (2003) Vallance (1982)
 Providing a framework for  “to shift focus from the end
analyzing current theoretical
approaches than in pursuing the product (the curriculum
fundamental issue of creating a
curriculum theory theory) to the process by
 A good curriculum theory should which a theory is sought
include: (the process of theorizing)”
 Validity: provides meaningfulness,
logical consistency & factual
correctness
 Theoretical power: contributes to
basic understanding
 Serviceability: helps resolve central
curriculum problems
 Morality: clarifies underlying values
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25. Emerging Status of Curriculum Theory
H/O 4
Descriptive Theorizers: Critical-Exploratory
Prescriptive Theorizers: Theorizers:
Mapping the Procedures Understanding Curriculum
Creating the Best
of Curriculum in Terms of What Has
Curricula Possible
Development Been, Is and Might Be
- Attempts to create - Attempts to identify how - Attempts to understand
models or frameworks for curriculum development deficiencies in past practices of
curriculum developments actually takes place, curriculum development and to
that improve school especially in school replace them with more
practise settings adequate practices (intellectual
and social contexts)
-Believe that finding the - To understand the various
best way of designing steps and procedures in - Looks at curriculum in terms
curricula will lead to the curriculum development of its diversities and
continuities, emphasizing what
best possible curricula for and the relationships curriculum has been, is, and
schools among them might be
- Famous theorists: - Famous theorists:
- Famous theorists:
Decker Walker & William Pinar &
Ralph Tyler & Hilda Taba
Joseph Schwab Elliot Eisner
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26. H/O 5: page 257
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27. The Nucleus of a Curriculum Theory
• This chapter is a response to the critics of Beauchamp’s first two
editions of the book.
• Beauchamp stated his understandings and stand on what a curriculum
theory is (up to that point in time)
• He considers curriculum as a field that is 2 dimensional:
• one part is concerned with the curriculum design
• The other part is concerned with curriculum engineering
• He gave the definitions of key terms, set of propositions (which he
assumes, postulates or generalize from research literature), and
statements for each propositions delineating its character or both
dimensions of the curriculum
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