PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

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.