FOUNDATIONS-OF-CURRICULUM(1).pptx

PHILOSOPHICAL PERSPECTIVE
• Educators, teachers, educational
planners, and policy makers must
have a philosophy or strong belief
about education and schooling and
the kind of curriculum in the
teachers’ classrooms or learning
environment.

PHILOSOPHY OF THE CURRICULUM
ANSWERS QUESTIONS LIKE:
• What are schools for?
• What subjects are important?
• How should students learn?
• What methods should be used?
• What outcomes should be achieved?
• Why?

• The various activities in school are
influenced in one way or another by a
philosophy.
• John Dewey influenced the use of
“learning by doing”, he being a
pragmatist. Or to an essentialist, the
focus is on the fundamentals and
essential subjects in the curriculum.

PHILOSOPHIES IN
EDUCATION
BY ORNSTEIN AND HUNKINS
(2004)

PERENNIALISM
AIM: To educate the rational person;
cultivate intellect.
ROLE: Teachers assist students to think
with reason. (Critical thinking: HOTS)
FOCUS: Classical subjects, literary
analysis, Curriculum is enduring
TRENDS: Use of great books (Bible,
Koran, Classics) and Liberal Arts
PLATO
THOMAS
AQUINAS
ARISTOTLE

ESSENTIALISM
AIM: To promote intellectual growth of
learners to become competent.
ROLE: Teachers are sole authorities in
the subject area.
FOCUS: Essential skills of the 3Rs;
essential subjects
TRENDS: Back to basics, excellence in
education, cultural literacy
WILLIAM
BAGLEY

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
JOHN DEWEY

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
THEODORE
BRAMELD

HISTORICAL FOUNDATIONS
• The historical foundations will show
us the chronological development
along a timeline.
• Reading materials would tell us that
curriculum started when Franklin
Bobbit wrote the book “The
Curriculum”.

CONTRIBUTIONS/ THEORIES AND
PRINCIPLES
• He started the curriculum development
movement.
• Curriculum as a science that
emohasizes students’ needs.
• Curriculum prepares learners for adult
life.
• Objectives and activities should group
togethen when tasks are clarified.
FRANKLIN
BOBBIT

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

PRINCIPLES
• 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.
WILLIAM
KILPARTICK

PRINCIPLES
• 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.
HOLLIS CASWELL

PRINCIPLES
• Curriculum is a science and an extension of
school’s philosophy, It is based on students’
needs and interest.
• 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.
RALPH TYLER

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

PRINCIPLES
• He described curriculum change as
cooperative endeavor.
• Teachers and curriculum specialist
constitute the professional core of
planners.
• Significant improvement is
achieved through group activity.
PETER OLIVIA

3.1 ASSOCIATION
AND
BEHAVIORISM

PRINCIPLES
• He is the father of the 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.
IVAN PAVLOV

PRINCIPLES
• He championed the connectionism
theory.
• He proposed the three laws of learning:
i. Law of readiness
ii. Law of exercise
iii. Law of effect
• Specific stimulus has specific response.
EDWARD
THORNDIKE

PRINCIPLES
• He proposed the hierarchical
learning theory. Learning follows a
hierarchy.
• Behavior is based on prerequisite
conditions.
• He introduced tasking in the
formulation of objectives.
ROBERT GAGNE

3. 2 COGNITIVE
INFORMATION
PROCESSING THEORY

PRINCIPLES
• Theories of Jean Piaget
a. Cognitive development has
stages from birth to maturity.
b. Sensorimotor stage (0-2), Pre-
operational stage (2-7), Concrete
operation stage (7-11) and Formal
operations (11-onwards)
JEAN PIAGET

PRINCIPLES
• Keys to learning
i. Assimilation (Incorporation of
new experiences)
ii. Accommodation (Learning
modification and adaptation)
iii. Equilibration (Balance between
previous and later learning)
JEAN PIAGET

PRINCIPLES
• Theories of Lev Vygotsky
i. Cultural transmission and
development stage.
Children could, as a result of their
interaction with society, actually
perform certain cognitive actions prior
to arriving at developmental stage.
LEV VYGOTSKY

PRINCIPLES
ii. Learning precedes development
iii. Sociocultural development theory
• Keys to learning
i. Pedagogy creates learning
processes that lead to development.
ii. The child is an active agent in
his/her education process.
LEV VYGOTSKY

PRINCIPLES
• Gardner’s multiple intelligences
i. Humans have several different ways
of processing information and these
ways are relatively independent of
one another.
HOWARD
GARDNER

PRINCIPLES
ii. There are 9 intelligences: linguistic,
logical-mathematical, musical,
spatial, bodily/kinesthetic,
interpersonal, intrapersonal, and
naturalistic.
HOWARD
GARDNER

PRINCIPLES
• Emotion contains the power to affect
action. He called this emotion
quotient.
DANIEL GOLEMAN

CONTRIBUTIONS, THEORIES, AND
PRINCIPLES
• Gestalt Theory
• Learning is explained in terms
“wholeness” of the problem
• Human beings do not respond to
isolated stimuli but to an organization
or pattern of stimuli
SYMBOL

PRINCIPLES
• 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/How they perceive to their previous
experiences .
SYMBOL

PRINCIPLES
• He advanced the Self Actualization Theory
• Classic Theory of human needs
• A child whose basic needs are not met will not be
interested in acquiring knowledge of the world.
Keys to Learning
• Produce a healthy and happy learner who can
accomplish , grow and actualize his or her human self
ABRAHAM
MASLOW

PRINCIPLES
• Non directive and Therapeutic Learning
• He established counseling procedures
and methods for facilitating learnings.
• Children’s perception which are highly
individualistic, influence their learning
and behavior in class
Carl Rogers

PRINCIPLES
Key to Learning:
• Curriculum is concerned with process ,not
product , personal needs ,not subject
matter ,psychological meaning, not
cognitive scores.
Carl Rogers

4.0 SOCIAL
FOUNDATIONS OF
CURRICULUM

PRINCIPLES
• Society as source of change
• Schools as agents of change
• Knowledge as an agent of change
SCHOOLS AND
SOCIETY

PRINCIPLES
• Influence of society and social context in
education
• Things that surround individuals can
change develop their behavior
• Considered two fundamental elements
are schools and civil society.
EMILE
DURKHEIM

PRINCIPLES
• Wrote the book future shock
• Believed that knowledge should prepare students for
the future
• Suggested that in the future, parents might have the
resources to teach prescribed curriculum from
home as a result of technology ,not in spite of
it.(Home Schooling)
ALVIN TOFFLER

PRINCIPLES
• Foresaw schools and students worked
creatively ,collaboratively ,and
independent on their age .
ALVIN TOFFLER

PRINCIPLES
• Education as a means of shaping the person and
society through critical reflections and
“consciencitization”
• Teachers use questioning and problem posing
approach to raise students consciousness
• Emphasis on questioning problem posing and critical
thinking.
• Major book :Pedagogy of the Oppressed ,1968
PAOLO FREIRE

PRINCIPLES
• Curriculum organized around needs of society and
the students
• Reduce conformity in classroom.
• Constant need for school improvement
• Emphasis on active learning and critical thinking.
• Involvement of students in planning curriculum
content and instructional activities.
John Goodlad

PRINCIPLES
• Need to align content with standards
• Major Book: A Place Called Schools, 1984;
What Are Schools for? 1989
John Goodlad

PRINCIPLES
• Broaden the conception of curriculum to enrich
the practice.
• Understand the nature of the educational
experience.
• Curriculum involves multiple disciplines.
• Curriculum should be studied from a historical,
racial, gendered, phenomenological, postmodern,
theological, and international perspectives.
William Pinar

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