1. The document defines curriculum as the total learning experiences of students, including both in-school and out-of-school activities, as planned by the school to achieve educational goals.
2. Curriculum is based on philosophical, psychological, sociological, and historical foundations that inform its aims, content, and methods. Philosophies like idealism, pragmatism, and existentialism provide a basis for curriculum design.
3. Psychological perspectives like behaviorism, cognitivism, and constructivism provide insights into how students learn that are important for curriculum development. Sociological factors like culture and social values also influence curriculum.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
This presentation provides information about curricular issues that any professor must take into consideration while designing courses and programs at the micro level.
Reon report on foundation of education Tarlac College of Agriculture Reon Zedval
Report on Educational Philosophy and the Curriculum. it includes the different types of Curriculum, their definitions and interrelatedness to each other. Also talks about educational philosophies as integrated in curriculum development.
Curriculum
Meaning, Definition and Nature
Dictionary meaning of the word curriculum stands for ‘chariot for racing’.
Derived from the Latin word ‘currere’.
The Chariot takes us from what we are to what we shall be.
According to Secondary Education Commission (1952-53) “Curriculum does not mean only the academic subjects traditionally taught in the school, but it includes the totality of the experiences that learner receives through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contacts between the teacher and the learners”.
According to Cunningham “Curriculum is the tool in the hands of the artist (the teacher) to mould his material (the students) according to his ideals (aims and objectives) in his studio (the school)”.
According to Krug “Curriculum is subject matter content which is taught to a person in order to educate him”.
According to Kerr “Curriculum comprises all the course offered to the learner which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”.
According to Crow and Crow “Curriculum includes all the learners’ experience which the child gets under the guidance of a teacher, in or outside school, that are included in the programme which has been devised to help him develop mentally, physically, emotionally, socially, spiritually and morally”.
According to Saylor and Alexander “Curriculum is the Environment in which the education takes place”.
According to Saylor, Alexander and Lewis “Curriculum is planned opportunities for learning for persons to be educated”.
According to Smith “Curriculum deals with the learning outcomes which are to be achieved through instruction or experience”.
Nature
Curriculum is a means to achieve some end.
Curriculum is a series of experiences.
Curriculum is a process of living.
Curriculum is a dynamic process.
Curriculum helps in the development of a balanced personality
Curriculum and the society are interrelated and inter-dependent.
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4. Definitions of Curriculum
Cunningham: "Curriculum is a tool in the hands of the artist
(the teacher), to mould his material (the pupil), according to his
ideal (objective) in his studio (the school).
Hilda Taba: Curriculum is a plan for learning
John Dewey: Curriculum is defined as the total learning
experiences of the individual
Tyler: A course of study on a specific topic includes all the
learning experiences of the students as planned and
directed by the school to attain its educational goals
5. Crow & Crow: "Curriculum includes all the learners experience
in or outside the school that are included in a programme which
has been devised to help him to develop mentally, physically,
emotionally, spiritually and morally."
The secondary education Commission: Curriculum does not
mean academic subjects traditionally taught in the school, but it
includes the totality of experiences a pupil receives through
manifold activities that go in the school, in the class room,
library, laboratory, workshop, playground and in numerous
informal contacts between teacher and pupils.
Definitions of Curriculum
6. Characteristics of Curriculum
• Curriculum is dynamic
• Curriculum is related with aims and objectives
• Curriculum involves evaluation
• Curriculum is a broad and comprehensive
process
7.
8. Foundations of Curriculum
Philosophical Foundation
Psychological Foundation
Sociological foundation
Historical Foundation
Scientific Foundation
9. Historical Foundation
Franklin Bobbit (1876-1956)–presented curriculum as a
science that emphasizes on students' needs.
Werret Charters (1875-1952)- considered curriculum as a
science which is based on students' need and the
teachers plan the activities.
William Kilpatrick (1871-1965) - viewed curriculum as
purposeful activities which are child-centered.
Ralph Tyler (1902-1994) - believes that curriculum is a
science and an extension of school's philosophy.
10. Philosophical Foundation
Major Philosophies
Philosophy- clarifies educational goals and content; provides
the basis for designing text book and learning materials.
Idealism
Realism
Naturalism
Pragmatism
Existentialism
Perennialism
Essentialism
Progressivism
Reconstructionism
11. Idealism
1. Reality-spiritual, unchanging
2. Knowledge- rethinking latent ideas
3. Value- absolute and eternal
4. Emphasis on curriculum- liberal arts
Realism
1. Reality- based on nature’s law
2. Knowledge- is abstract
3. Value- absolute and eternal
4. Emphasis on curriculum- knowledge
based
12. Naturalism
1. Reality-ultimate reality is matter
2. Knowledge- nature is everything
3. Value- created by the human needs
4. Emphasis on curriculum- according to
individual needs
Pragmatism
1. Reality-always changing
2. Knowledge- based on experience
3. Value- situational
4. Emphasis on curriculum-no permanent
subjects
13. Psychology deals with how humans learn and behave.
Since the main goal of curriculum is to bring about
learning, curriculum developers need to know how
humans
learn.
John Locke
1632-1704
compared children’s minds to
blank slates or ‘tabula rasa’
15. Behaviorism-Learning is considered a habit-formation
Cognitivism- learning is primarily cognitive in nature.
Growth and Development refer to changes in the
structure and function of human characteristics
Constructivism- Learning involves the construction of
new
understanding by combining prior learning with new
information. Knowledge is constructed in the mind of
the learner.
Humanism- The learner is a person who has feelings,
attitudes and emotion. Past experiences have a huge
impact on the student’s current inability to learn.
16. Psychology is the scientific study of human behavior.
It gives insight into
Psychological foundations
Child development
Learning
Inquiry techniques
Educational objectives
Student characteristics
Learning process
Teaching method
Evaluation procedures
17. Sociological Foundation
Sociology is the study of social relationships,
institutions and society
It includes
Value of society
Media explosion
New forms of
cooperation
Culture etc.
18. Curriculum needs these foundations to
provide information particularly in FOUR
areas
Prepare objectives of education
Characteristics of the students
The leaning processes
The methods of Teaching
19. Curriculum and Syllabus
Curriculum Syllabus
Based on the philosophy,
goals and values of
education.
Syllabus does not take into
account these factors
For the entire programme for a particular subject
Prescriptive in nature Descriptive in nature
Summary of all activities Summary of topics
wide narrow
superset subset
Till the programme ends For one year/semester
