This document outlines different philosophies of curriculum: - Perennialism focuses on classical subjects and cultivating critical thinking. - Essentialism promotes core skills and subjects. - Progressivism emphasizes learner-centered and interdisciplinary approaches. - Reconstructionism aims to improve society through educational reform. It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.

2. FOUNDATIONS OF
CURRICULUM
PHILOSOPHICAL
FOUNDATION
SOCIAL
FOUNDATION
HISTORICAL
FOUNDATION
PSYCHOLOGICAL
FOUNDATION

5. PERENNIALISM
Aim: To educate the rational person; cultivate
intellect
Role: Teachers assist students to think with
reason (critical thinking HOSTS)
Focus: Classical subjects, literary analysis.
Curriculum is enduring
Trends: Use of great books (Bible, Koran,
Classics) and Liberal Arts

6. ESSENTIALISM
Aim: To promote intellectual growth of learners
to become competent
Role: Teachers are sole authorities in the subject
area
Focus: Essential skills of 3R’s; essential subjects
Trends: Back to basics, Excellence in education,
cultural literacy

7. PROGRESSIVISM
Aim: Promote democratic social living
Role: Teacher leads for growth and development
of lifelong learners
Focus: Interdisciplinary subjects. Learner-
centered. Outcomes-based.
Trends: Equal opportunities for all,
Contextualized curriculum, Humanistic
education

8. RECONSTRUCTIONISM
Aim: To improve and reconstruct society.
Education for change
Role: Teacher acts as agent of change and
reforms
Focus: Present and future educational landscape
Trends: School and curricular reform, Global
education, Collaboration and Convergence,
Standards and Competencies

10. • He started the
curriculum development
movement.
• Curriculum is a science
that emphasizes
students’ needs.
• Curriculum prepares
learners for adult life.
• Objectives and activities
should group together
when tasks are clarified.

11. • Like Bobbit, he posited
that curriculum is
science and emphasizes
students’ needs.
• Objectives and activities
should match. Subject
matter or content relates
to objectives.

12. • Curricula are purposeful
activities which are child-
centered.
• The purpose of the
curriculum is child
development and growth.
He introduced this project
method where teacher
and student plan the
activities.
• Curriculum develops social
relationships and small
group instruction.

13. • Curriculum should
develop the whole child.
It is child-centered.
• With the statement of
objectives and related
learning activities,
curriculum should
produce outcomes.
• Emphasized social
studies and suggested
that the teacher plans
curriculum in advance.

14. • Curriculum is organized
around social functions
of themes organized
knowledge and learner’s
interest.
• Curriculum, instruction
and learning are
interrelated.
• Curriculum is a set of
experiences. Subject
matter is developed
around social functions
and learners’ interests.

15. • Curriculum is a science and
an extension of schools’
philosophy. It is based on
students’ needs and
interests.
• Curriculum is always related
to instruction. subject
matter is organized in terms
of knowledge, skills, and
values.
• The process emphasizes
problem solving. Curriculum
aims to educate generalists
and not specialists.

16. • She contributed to the
theoretical and
pedagogical foundations
of concepts development
and critical thinking in
social studies curriculum.
• She helped lay the
foundation for diverse
student population.

17. • He described how
curriculum change is a
cooperative endeavor.
• Teacchers and
curriculum specialist
constitute the
professional core of
planners.
• Significant improvement
is achieved through
group activity.

19. • He is the father of
classical conditioning
theory, the S-R theory.
• The key to learning is
early years of life is to
train them what you
want them to become.
• S-R theory is a
foundation of learning
practice called
indoctrination.

20. • He championed the
connectionism theory.
• He proposed the three
laws of learning:
- Law of Readiness
- Law of Exercise
- Law of Effect
• Specific stimulus has
specific response.

21. • He proposed the
Hierarchical Learning
Theory. Learning follows
a hierarchy.
• Behavior is based on
prerequisite conditions.
• He introduced tasking in
the formulation of
objectives.

22. • Theories of Jean Piaget
- Cognitive development has
stages from birth to
maturity:
Sensory motor stage(0- 2),
preoperational stage (2-7),
concrete operation stage (7-
11)and formal operations (11-
onwards)
• Keys to learning
- Assimilation
- Accommodation
- Equilibration

23. • Theories of Lev Vygotsky
- Cultural transmission and
development
- Learning precedes
development
- Sociocultural development
theory
• Keys to Learning
- Pedagogy creates learning
processes that lead to
development
- The child is an active agent
in his or her educational
process

24. • Gardner’s multiple
intelligences
- Humans have several
different ways of processing
information and this ways
are relatively independent of
one another
- There are eight intelligences:
Linguistic, logico-
mathematical, musical, spatial,
bodily or kinesthetic,
interpersonal, intrapersonal,
and naturalistic.

25. • Emotion contains the
power to affect action.
-he called this emotional
qoutient.

27. • Gestalt Theory
- Learning is explained in terms of
“wholeness” of the problem
- Human beings do not respond to
isolated stimuli but to an
organization or pattern of stimuli.
• Keys to Learning
- Learning is complex and abstract
- Learners analyze the problem,
discriminate between essential
and nonessential data, and
perceive relationships.
- Learners will perceive something
in relation to the whole. What or
how they perceive is related to
their previous experiences.

28. • He advanced the self-
actualization theory and classic
theory of human needs.
• A child whose basic needs are
not met will not be interested
in acquiring knowledge of the
world.
• He put importance to human
emotions, based on love and
trust.
• Keys to Learning
- Produce a healthy and happy
learner who can accomplish,
grow and actualize his or her
human self.

29. • Nondirective and Therapeutic
Learning
- he established counselling
procedures and methods for
facilitating learning.
- Children’s perceptions, which
are highly individualistic,
influenced their learning and
behavior in class.
• Key to Learning
- Curriculum is concerned with
process, not product; personal
needs, not subject matter,
psychological meaning, not
cognitive scores.

31. • Society as a source of
change
• Schools as agents of
change
• Knowledge as an agent
of change

32. • Considered two
fundamental elements-
schools and civil society-
to be major topics
needing attention and
reconstruction to
encourage experimental
intelligence and plurality.

33. • Wrote the book Future
Shock
• Believed that knowledge
should prepare students for
the future.
• Suggested that in the future,
parents must have the
resources to teach prescribe
curriculum from home as a
result of technology, not in
spite of it.(Home Schooling)
• Foresaw schools and
students work creatively,
collaboratively, and
independent of their age.