The document discusses the philosophical, historical, psychological, and social foundations of curriculum. It outlines key theories and contributors to each foundation. For the philosophical foundation, it describes the perspectives of perennialism, essentialism, progressivism, and reconstructionism. The historical foundation outlines early curriculum theorists like Franklin Bobbitt and Ralph Tyler. The psychological foundation covers behaviorism, cognitive information processing theory, and humanistic psychology. Jean Piaget, Lev Vygotsky, and Howard Gardner are discussed. The social foundations section explores the influence of society on education through theorists like Emile Durkheim, Alvin Toffler, Paulo Freire, and John Goodlad.
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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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
3. 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.
4. 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?
5. • 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.
7. 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
8. 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
9. 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
10. 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
12. 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”.
13. 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
14. CONTRIBUTIONS/ THEORIES AND
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
15. CONTRIBUTIONS/ THEORIES AND
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
16. CONTRIBUTIONS/ THEORIES AND
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
17. CONTRIBUTIONS/ THEORIES AND
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
18. CONTRIBUTIONS/ THEORIES AND
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
19. CONTRIBUTIONS/ THEORIES AND
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
22. CONTRIBUTIONS/ THEORIES AND
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
23. CONTRIBUTIONS/ THEORIES AND
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
24. CONTRIBUTIONS/ THEORIES AND
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
26. CONTRIBUTIONS/ THEORIES AND
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
27. CONTRIBUTIONS/ THEORIES AND
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
28. CONTRIBUTIONS/ THEORIES AND
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
29. CONTRIBUTIONS/ THEORIES AND
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
30. CONTRIBUTIONS/ THEORIES AND
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
31. CONTRIBUTIONS/ THEORIES AND
PRINCIPLES
ii. There are 9 intelligences: linguistic,
logical-mathematical, musical,
spatial, bodily/kinesthetic,
interpersonal, intrapersonal, and
naturalistic.
HOWARD
GARDNER
34. 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
35. CONTRIBUTIONS/ THEORIES AND
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
36. CONTRIBUTIONS/ THEORIES AND
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
37. CONTRIBUTIONS/ THEORIES AND
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
38. CONTRIBUTIONS/ THEORIES AND
PRINCIPLES
Key to Learning:
• Curriculum is concerned with process ,not
product , personal needs ,not subject
matter ,psychological meaning, not
cognitive scores.
Carl Rogers
41. CONTRIBUTIONS/ THEORIES AND
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
42. CONTRIBUTIONS/ THEORIES AND
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
45. CONTRIBUTIONS/ THEORIES AND
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
46. CONTRIBUTIONS/ THEORIES AND
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
47. CONTRIBUTIONS/ THEORIES AND
PRINCIPLES
• Need to align content with standards
• Major Book: A Place Called Schools, 1984;
What Are Schools for? 1989
John Goodlad
48. CONTRIBUTIONS/ THEORIES AND
PRINCIPLES
• Need to align content with standards
• Major Book: A Place Called Schools, 1984;
What Are Schools for? 1989
John Goodlad
49. CONTRIBUTIONS/ THEORIES AND
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