The document discusses the importance of formulating a coherent educational philosophy for curriculum development within schools, emphasizing the need for collaboration among stakeholders to create meaningful mission and belief statements. It highlights how these philosophies, which may combine elements of essentialism and progressivism, can improve professional practice and clarify educational aims. Key challenges in development include differing assumptions among participants and the need for specific, actionable statements to guide decision-making in schools.

1. FORMULATING A PHILOSOPHY
In a systems approach to curriculum development (holistic
approach in which all parts influence one another and the system's
impact is greater than that of each part) the curriculum committee
designated to lead the process examines statements of aims of
education, chooses those that appear most significant for their
context, and then creates statements reflecting uniqueness of the
context.

2. The curriculum team should be cognizant of the major principles of
the leading schools of philosophy, particularly essentialism and
progressivism. They should know where they stand as individuals
and as a group in the philosophical spectrum. Perhaps they may
discover that they have adopted an eclectic approach to philosophy,
choosing the best from several philosophies. They may find that
there is no such thing as a pure essentialist or a pure progressivist,
but rather, more commonly, one is an essentialist who leans toward
progressive thinking (a progressive essentialist) or, conversely, a
progressivist who leans toward essentialist ideas (an essentialist
progressivist

3. Curriculum specialists should take the time to think through their own
philosophies and to formulate them into a coherent statement that can be shared
with others when engaging in curriculum decision making. The formulation of
philosophy is not an activity that most Americans, pragmatists as they are,
engage in with either zeal or frequency. Educators should reexamine their beliefs
periodically to be self-aware of their own alignment with changes in the
education context, society, and research. At the school and school district levels,
the leadership team should work with the school community to develop
statements upon which school-based decisions are
made. These practices are generally required for regional accreditation and
independent school accreditation. School teams should formulate a philosophy
that will probably be expressed as a mission and belief statements, to establish a
framework for the practices of that school.

4. To guide professional practice a school or school
district philosophy, mission, and beliefs should
emerge from a collaborative process that includes
all stakeholders. Through consensus building
around the philosophy development, divergent
thinkers will discuss the aims and values that they
have related to the school and the students”
learning. In a very real sense, the statement
of philosophy becomes a manifesto signifying
“This what we believe” or “Thiwhere we
stand” as of now.

5. To guide professional practice a school or school district
philosophy, mission, and beliefs should emerge from a
collaborative process that includes all stakeholders.
Through consensus building around the philosophy
development, divergent thinkers will discuss the aims
and values that they have related to the school and the
students” learning. In a very real sense, the statement
of philosophy becomes a manifesto signifying “This
what we believe” or “Thi where westand” as of now.

6. Value in Writing a Philosophy
The school or school district’s philosophy
provides statement of the intent of the work that
will take place within the organization so that
those who aspire to be employed are clear on
the work to be accomplished. To be meaningful,
the statements will be authentic with a
commitment from the top of the organization to
make decisions that reflect the beliefs a n
represented.

7. If administrators and teachers believe that the major
purposes of schools are to develop cognitive skills, to
preserve the social status quo, or to direct the growth
and development of the gifted and academically
talented, it should say so. A frank statement of
philosophical beliefs is much more defensible than a
sanctimonious statement of platitudes that many
organization members may not support and therefore
are not reflected in the daily practice in schools and
school districts. The formulation of a school district or
school philosophy can be a valuable professional
learning experience, giving teachers and administrators
a chance to exchange views and to find a common
meeting ground.

8. A school’s philosophy should include statements of belief about
the purposes of education, society. the learner, and the role of
educators. Examples of statements of philosophy follow. These
statements are typical of philosophies throughout the United
States. They reflect values of democracy, the individual, and the
learning process. Statements of some schools are brief ; others
are lengthy. Some educational philosophies are written as
mission statements and beliefs; others include curriculum goals
and objectives. This chapter is concerned primarily with a school
or school district's philosophy. These statements of philosophy
reveal the schools of thought
to which the developers subscribe. In spite of the essentialist
turn in American education, progressive beliefs are still strong.
Despite the current emphasis on developing the intellect, these
examples show concern for the whole student. In spite of
increased stress on the development of cognitive abilities, the
examples provided give attention to the affect

9. Ornstein and Hunkins (2004) addressed the importance
of philosophy to educators in that it “helps them answer
what schools are for, what subjects are of value, how
students learn, and what methods and materials to use.
It provides them with a framework for broad issues and
tasks, such as determining the goals of education, the
content and its organization, the process of teaching
and learning, and in general what experiences and
activities they wish to stress in schools and
classrooms” (Ornstein & Hunkins, 2004, p. 31).

10. Problems in Developing and
Implementing a Philosophy
Before examining the examples of educational philosophies,
it should be mentioned that curriculum specialists may
encounter two sets of problems in developing and
implementing a philosophy. First, those who are charged
with drafting a statement usually enter into the process with
differing assumptions, sometimes unexpressed, about the
learning process, the needs of society, and the roles of
individuals in that society. The various participating
individuals may
well espouse differing and conflicting philosophies of life
that color their beliefs about education. Everyone should
have a voice and all voices are to be respected for
participants to feel valued and
to authentically engage in the process.

11. A second set of problems arises from the statement of
philosophical beliefs in rather general, often vague, terms that
permit varying interpretations. To be useful the statements
need to be specific enough to provide guidance to those who
will be making decisions based on the statements. When a
statement of philosophy has been completed and presumably
consensus has been reached on the wording, curriculum
leaders will experience the continuing problem
of striving to achieve consensus (sometimes even among those
who drafted the statement) on interpretations of the wording.
An addendum that provides explanations and intent may be
helpful
for broad implementation aligned with the intent.

12. EXAMPLES OF EDUCATIONAL PHILOSOPHIE
Scan the three examples of educational philosophies.
One is based on that of a large urban school district,
Des Moines Public Schools, in Iowa (Table 6.2 and
Figure 6.2), another is the statement of mission and
beliefs of a school in a smaller community in
Statesboro, Georgia, public schools (Table 6.3), and
the third is that of an online school in the Florida
Virtual School (FLVS) (Table 6.4). Increasingly
common in addition to statements of philosophy are
statements of mission and specifications of aims or
goals and sub goals

13. TABLE 6.2 Des Moines Public School
The Des Moines Public Schools equip students for life by
challenging each one to achieve rigorous standards in
academics, arts, and career preparation Belief Statement.
Public education is imperative to support and sustain a diverse
democratic society. Tot his end, we believe:
All students can and must learn.
Schools must meet the unique learning needs of each of their
students.
The home, school, and community must serve and support one
another.
-Teaching and learning require a healthy, safe, and orderly
environment.
Resources and services are essential for effective instruction.
All staff must continue to learn, and all schools must continue to
improve.

15. TABLE 6.3 STATESBORO PUBLIC SCHOOLS
Mission Statement
At Sallie Zette rower, our mission is to inspire every
student to think, to learn, to achieve, and to care.
Our Beliefs
Our belief is that every person:
deserves to work and learn in a safe environment.
can learn and experience success.
is responsible for his/her own actions and words.
Deserves to be treated with dignity.
The attitudes and habits of teachers, students, and
parents affect the quality of learning.

16. TABLE 6.4 The Florida Virtual School
Chapter 6 + Philosophy and Aimsof Education ⑬③
Purpose:
The purpose for FLVS is legislatively prescribed. From Florida statute
(1002.37 FS.):
“The Florida Virtual School is established for the development and
delivery of online and distance learning education.
delivery context and shall give priority to:
The school shall serve any student in the state who meets the profile
for success in this educational
1. Students who need expanded access to courses to meet their
educational goals, such as home education
students and students in inner-city and rural high schools who do not
have access to higher-level courses.
2. Students seeking accelerated access to obtain a high school diploma
at least one semester early.”
District Mission:
To deliver a high quality, technology-based education that provides the
skills and knowledge students needfor success.
FLVS Full Time K-8 Mission:
To help each student maximize his or her potential and meet the
highest performance standards through
a uniquely individualized learning program.

17. In these examples, you will notice references to
democratic concepts, to respect for the individual,
and to the necessity of providing programs to
develop the student in all his or her capacities.
Although some may fault the style or prose of a
given philosophy, keep in mind the purpose of the
statement, to communicate to professionals and the
public the beliefs held by the personnel of a school
or a school system. A philosophy serves its
purpose when significant beliefs are successfully
communicated.
From beliefs about education, schooling,
learning, and society, specialists can proceed to
subsequent steps of the curriculum
development process. Component I of the Oliva
model for curriculum development calls for a
statement of educational aims and philosophy.
In respect to aims of education, curriculum
specialists should:

18. In these examples, you will notice references to
democratic concepts, to respect for the individual,
and to the necessity of providing programs to
develop the student in all his or her capacities.
Although some may fault the style or prose of a
given philosophy, keep in mind the purpose of the
statement, to communicate to professionals and the
public the beliefs held by the personnel of a school
or a school system. A philosophy serves its
purpose when significant beliefs are successfully
communicated.
From beliefs about education, schooling,
learning, and society, specialists can proceed to
subsequent steps of the curriculum
development process. Component I of the Oliva
model for curriculum development calls for a
statement of educational aims and philosophy.
In respect to aims of education, curriculum
specialists should:

19. be aware that educational aims are derived from
and are part of one's educational philosophy:
 be cognizant of national statements of aims of
education made by prominent individuals and
groups;
evaluate national statements and select from
those statements, revising as they deem
necessary, the aims of education that they find
acceptable; and
draw up a statement of educational aims (in
keeping with pronounced statewide aims) to
which they subscribe or, alternately, incorporate
the aims of education they have selected into a
statement of philosophy.

20. In respect to the philosophical dimension of
Component I in the Oliva model, curriculum
specialists should:
« identify major beliefs of leading schools of
educational philosophy
 analyze statements of philosophy and
identify the schools to which they belong;
and
 analyze and clarify their own educational
philosophies.

21. Vision:
To transform education worldwide—one student at a time.
FLVS Full Time K-8 Vision:
Our vision is for teachers, students, and parents to be empowered to
create a safe, engaging, positive,
and supportive student-centered environment. In this collaborative setting
they are respected, motivated, and challenged through authentic learning
embedded in a relevant and rigorous curriculum. Positive communication
will be used to foster efficacy and interest in life-long learning.
Values:
Student Focus
Innovation
Quality
Integrity
Commitment:
The student is at the center of every decision we make.

22. summary
FOUR PHILOSOPHIES
OF EDUCATION,
 reconstructionism,
 progressivism,
 essentialism, and
 Perennialism,
Two of which, essentialism and progressivism, are deemed
to have special significance for schools.
A systems approach to curriculum development begins
with an examination of the aims of education in society.
Aims are perceived as the broad purposes of education
that are national and, on occasion, international in scope.
Over the years a number of prominent individuals and
groups have expressed their positions on the appropriate
aims of education for America.The curriculum specialist
should not only be able to formulate his or her own
statement of aims, but should also be knowledgeable about
historic and significant statements of aims.

23. Essentialism, with its emphasis on subject matter, has
been the prevailing philosophy of education throughout
most of America’s history. Progressivism With its emphasis
on the student's needs and interests, has had a profound
impact on educational programs
and practices. Curriculum specialists are urged to clarify
their own philosophies and to draw up a statement of their
school district's philosophy that can be communicated to
other professionals and to the public. Samples of
philosophies are included in this chapter not as models of
content, that is, statements to be borrowed, but rather as
examples resulting from the development process.
Curriculum developers should put together their own
statement of beliefs in
their own words. It is very likely that their statements will
be eclectic in nature, borrowing from both essentialism and
progressivism.
The development of a statement of aims of education and
an education philosophy is seen as the first phase or
component of a model for curriculum systemdevelopment.