The document discusses the major foundations of curriculum including the philosophical, historical, and psychological foundations. It explores different educational philosophies like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum development. Furthermore, it examines the contributions of important historical figures and how psychological perspectives of behaviorism, cognitivism, constructivism, and humanism have shaped curriculum based on theories of how people learn.

1. Major Foundations of
Curriculum
PED 307 AY 2020-2021

2. Outline
Philosophical
Historical
Psychological
Social

3. PHILOSOPHICAL
FOUNDATIONS
OF
CURRICULUM

4. Philosophical Foundations of Curriculum
Philosophy provides educators, teachers and
curriculum makers with framework for planning,
implementing and evaluating curriculum in schools.
It helps in answering what schools are for, what
subjects are important, how students should learn
and what materials and methods should be used.

5. Philosophical Foundations of Curriculum
The philosophical foundation of curriculum helps
determine the driving purpose of education, as well as
the roles of the various participants. While all
foundations propose to set goals of curriculum,
philosophy presents the manner of thinking from which
those goals are created.

6. Perennialism
Aim of Education - To educate the rational person; to
cultivate the intellect
Role of Education - Teachers help think with reason.
- Based on the Socratic methods of oral exposition
or recitation
- Explicit or deliberate teaching of traditional values.
Focus in the Curriculum - Classical subjects, literary
analysis and curriculum is constant.
Curriculum Trends - Use of great books and return to
liberal arts

7. B. Educational Philosophy - Essentialism
AIM OF EDUCATION - To promote the intellectual
growth of the individual and educate a competent
person.
ROLE OF EDUCATION - The teacher is the sole authority
in his or her subject area or field of specialization.
FOCUS IN THE CURRICULUM - Essential skills of the 3R’s
and essential subjects of English, Science, History, Math
and Foreign Language.
CURRICULUM TRENDS- Excellence in education, back to
basics and cultural litercy.

8. C. Educational Philosophy - Progressivism
The development of an individual and the society is only
possible, when education facilitates the growth of every phase of
the child
AIM OF EDUCATION: To promote democratic and social living.
ROLE OF EDUCATION: Knowledge leads to growth and
development of life-long learners who actively learn by doing.
FOCUS IN CURRICULUM: Subjects are interdisciplinary,
integrative, and interactive. Curriculum is focused on students'
interest, human problems and affairs.
CURRICULUM TRENDS: School reforms, relevant &
contextualized curriculum, humanistic education.

9. D. Educational Philosophy - Reconstructionism
● The result of the problem is authentic product of learning
process.
● Construct or reconstruct oppressive.
● ADVOCATES: Theodore Brameld, George Counts, Paolo
Freire
● Believes that people are responsible for social conditions
and can improve the quality of human life by changing the
social order.
● People can take control of their lives and behave in ways
that improve human conditions.

10. ROLE OF EDUCATION
● The school can help identify social problems that contribute
the cultural crisis and create the skills and attitudes that will
resolve these problems.
● The school is the driving force for social and political
change.
● Acquire the skills to regain control of their lives and influence
the social and economic forces that locked them in poverty.
● Aims to raise the consciousness of students to objectively
examine oppressive forces and empower them for self-
liberation.

11. CURRICULUM
● The pressing problems of cultures and
society are placed in focus.
● The social issues are discussed and the
student themselves participate in social
plan.

12. ROLE OF TEACHER
● Facilitator of learning who exposes children to
real life concerns but is careful enough to
advance his/her own point of view.
● Uses strategies that allow students to express
their own views and advocate a stand to solve a
particular issue.

13. JOHN DEWEY
● Awareness of the environment that is changing.
“Reality is a liquid process which is constantly changing
and in which there is no absolute spirit, his making or
supreme imperative was that man must ever alert to his
changing environment and active in solving problems it
unceasingly present.”
● Focuses on identifying difficulties or problems and ended
with synthesizing and coordinating knowledge and desire,
resulting in the controlling and remarking of the external
world.

14. PAULO FREIRE
● Advocates social order.
● Education does not make us educable.
● It is our awareness of being unfinished that makes
us educable.
● The school is the place where people find solution
to get rid of poverty.
● Banking Model of Education

15. THEODORE BRAMELD
● Founder of Reconstructionism
“ Intelligence is not to know to find, but to know to act”
● Social reconstructionism
● Visionary educator
● Education to transmit culture and modify culture
● Reconstruct the meaning of the past.

16. HERBERT SPENCER
● “ DARWINISM”
● Survival of the fittest
● Learning as an individual effort
● Learners as simple to distinct and diverse
state
● Structural-Functional

17. GEORGE COUNTS
● Preparing people for creating new social
order
● School should bring out social change.

18. Philosophical Foundations of Curriculum
- All four of major foundations of curriculum hold
importance in influencing curriculum and instruction.
However, it is the philosophical foundation which
holds the greatest importance because it is through
one’s philosophical perspectives that the historical,
sociological, and psychological foundations are both
perceived and applied.

19. Members:
Ampong, Sarah
Binoya, Richard
Dalman, Daryll Grace
Olid, Nezella Neca
Turla, Ma. Leona Theresa

20. REFERENCES
● Bilbao, Purita, et al. 2008. Curriculum Development. LORIMAR Publishing
Inc. Manila, Philippines.
● Guay, M. (2020). Philosophical Basis for Teaching and Learning Model.
Retrieved September 15, 2020 from https://www.cmasas.org/philosophical-
basis-teaching-and-learning-
model#:~:text=The%20philosophical%20foundation%20of%20curriculum,w
hich%20those%20goals%20are%20created.

21. Historical
Historical Foundation of
Curriculum

22. The National Period: 1176-1850
Franklin Bobbit (1876-1956)
● Started the curriculum development
movement.
● Presented curriculum as science that
emphasizes student’s needs.
● Curriculum prepares learners for adult
life.
● Objectives and activities should group
together when tasks are clarified.

23. The National Period: 1176-1850
Werret Charters (1875-1952)
● Same as Bobbit, he viewed curriculum as
science which is based on student’s needs.
● In the curriculum, the teacher should plan the
activities.
● Objectives and activities should match.
● Subject matter/content should relate to the
objectives.

24. William Kilpatrick (1871-1965)
● viewed curriculum as purposeful
activities which are child-centered.
● The purpose of 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.

25. Harold Rugg (1886-1960)
● Curriculum should develop the whole
child.
● He emphasized social studies in the
curriculum and the teacher plans the
lesson in advance.
● With the statement of objectives and
related learning activities, curriculum
should produce outcomes.

26. Hilda Taba ((1902-1967)
● 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

27. Historical Foundation of Curriculum
● He described how curriculum change is a
cooperative endeavor.
● Teachers and curriculum specialist
constitute the professional core of planners.
● Significant improvement is achieved through
group activity.
Peter Oliva (1992-2012)

28. Historical Foundation of Curriculum
● Sees curriculum as organized around
social functions of themes, organized
knowledge and earner's interests.
● So, the curriculum is a set of of
experiences. Learners must experience
what they learn.
Hollis Caswell (1901-1989)

29. Historical Foundation of Curriculum
● Believes that curriculum is a science and
an extension of school's philosophy
● Tyler's contributions to policy and
practice in public education set him apart
as one of the most influential figures in
American public education, most notably
in the area of curriculum development
and testing.
Ralph Tyler (1902-1994)

30. The historical development shows the different changes in
the purposes, principles and content of the curriculum.
The different changes are influenced by educational
philosophy, psychology and pedagogical theories.
This implies that curriculum is ever changing putting in
knowedge and content from many fields of discipline.

31. Through history, we learn that programs are considered pioneering
due to the different philosophies to which others subscribe.
In reviewing history, it becomes apparent that this has been the
case throughout the centuries. Ideas can change, and a group can
break free of faulty suppositions; history shows that what is now
isn’t necessarily what needs to remain. In history, we see why and
how things came to be, how the demographics of a
particular committee can have long reaching impact
(Ornstein & Hunkins, 82), and also that some traditions - such as
grading (70) - are relatively new concepts after all.

32. Exploring the historical foundations of curriculum can
promote a sense of freedom and encourage
educational reform.
Reviewing the history of education allows us to step outside
of the here and now, gaining a bigger picture and seeing
ourselves within it, realizing that the field of education must
remain dynamic in order to be effective. Throughout history,
curricular choices have been made out of necessity and to
meet the specific needs of society at the time. Also, it is
through history that we see how predominant philosophies
have defined a society’s values, which in turn determined the
current purposes of education.

33. Psychological
Foundation
Of Curriculum

34. PSYCHOLOGY
- deals with how humans learn.
● Since the main goal of curriculum is about
learning, therefore, curriculum developers
need to know how humans learn.

35. WHY?
So that they can
incorporate psychological
principles when they
design, develop and
implement curriculum.

36. Educational
Philosophies
❏ Focuses on stimulus responses and reinforces.
❏ Studies conditioning, modifying, or shaping
behavior through reinforcement and rewards.
❏ Studies developmental stages, understanding,
multiple forms of intelligence, problem solving,
critical thinking and creativity.
❏ Provides a basis for the teaching and learning
process. It unifies the elements of the learning
process and some of the questions which can be
addressed by psychological foundations of
education.

37. LEARNERS:
JOHN LOCKE
● Compared children’s minds to blanks
slates or tabula rasa.
● Today, we know that children are not
empty vessels but come to school with
many different experiences, prior
knowledge and expectations.

38. Psychological Perspectives Influencing Curriculum and
their Proponents
Behaviorism
Cognitivism
Constructionism
Humanism
1
2
3 4

39. BEHAVIORISM
● Learning is considered a habit- formation.
● Learning should be organize in order that students
can experience success in the process of mastering
the subject matter.
● Manipulation of stimulus = desired response
● Teaching is regarded as arranging learning
experiences in such a ways as to promote desirable
beh.
● The method is introduced in a step by step manner.
● Behaviorists believe that behavior can be conditioned
by altering the environment.

40. COGNITIVISM
● Cognitivism emphasized that learning is
primarily cognitive in nature
● Growth and development refers to changes in
the structure and function of human
characteristics.
● Learning constitutes a logical methods for
organizing and interpreting learning.

41. CONSTRUCTIVISM
● Learning involves the construction of new
understanding by combining prior
learning with new information.
● Knowledge is constructed in the mind of
the learner.
● Learning is active.

42. HUMANISM
● The learner is a person who has feelings, attitudes
and emotions
● Past experiences such as failing grades have a huge
impact on the student’s current inability to learn.
● It is concerned with how learners can develop their
human potential

43. Psychological Foundation of Curriculum
https://www.owlgen.in/discuss-about-psychological-
foundations-of-curriculum-
development/#:~:text=It%20is%20important%20to%20u
nderstand,explain%20how%20a%20person%20learns.&
text=Psychology%20provides%20those%20elements%2
0which,learning%20according%20to%20child's%20psy
chology.
https://simplyeducate.me/2015/01/09/4-major-
foundations-of-curriculum-and-their-importance-in-
education/
https://www.slideshare.net/mobile/zholliimadrid/ps
ychological-foundations-of-curriculum-41616411
references:

56. MEMBERS
Philosophical Foundation
● Ampong, Sarah
● Binoya, Richard
● Dalman, Daryll Grace
● Olid, Nezella Neca
● Turla, Ma. Leona Theresa

57. Historical Foundation
● Izquerdo, Jeneva
● Lumoya, Jesseca Mae
● Maceren, Tinalynn
● Ondoy, Sharmaine
● Poliga, Hazel Anne

58. Psychological Foundation
of Curriculum
Alupit, Jayvie
Dino, Harvey John
Duglas, Clint Roger
Tanaman, Rielle Jay
Prepared by: