Perennialism is a philosophy of education that emphasizes transmitting cultural knowledge and values from one generation to the next. It believes that human nature remains essentially the same and therefore the content and method of education should also remain the same, focusing on timeless classics. A teacher-centered approach is used where teachers lead discussions on great books and ideas rather than giving lectures. Secular perennialism advocates using original works and the liberal arts, while religious perennialism was developed by Thomas Aquinas and shapes Catholic education. Major figures like Robert Hutchins and Mortimer Adler promoted perennialism through programs like the Great Books.
The document discusses the philosophy of realism and its implications for education. It outlines four forms of realism - scholastic, humanistic, social, and sense-realism. Key philosophers discussed include Aristotle, Aquinas, Bacon, and Locke. Realism holds that the external world exists independently of the mind and can be understood through observation and experience. In education, realism emphasizes understanding the material world, a practical curriculum focused on science and culture, and developing the whole person.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
1. The document discusses the philosophy of idealism and its views on education. Idealism believes that education helps one understand their true spiritual self and preserve cultural ideals.
2. The aims of education according to idealism are the exaltation of human personality, universal education, developing initiative and creative power, enriching culture, developing morality, and self-realization.
3. Idealism advocates for curriculum that develops the whole person through intellectual, physical, and spiritual activities. The teaching methods focus on self-activity and developing an appreciation for truth, goodness, and beauty.
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
Perennialism is a philosophy of education that emphasizes transmitting cultural knowledge and values from one generation to the next. It believes that human nature remains essentially the same and therefore the content and method of education should also remain the same, focusing on timeless classics. A teacher-centered approach is used where teachers lead discussions on great books and ideas rather than giving lectures. Secular perennialism advocates using original works and the liberal arts, while religious perennialism was developed by Thomas Aquinas and shapes Catholic education. Major figures like Robert Hutchins and Mortimer Adler promoted perennialism through programs like the Great Books.
The document discusses the philosophy of realism and its implications for education. It outlines four forms of realism - scholastic, humanistic, social, and sense-realism. Key philosophers discussed include Aristotle, Aquinas, Bacon, and Locke. Realism holds that the external world exists independently of the mind and can be understood through observation and experience. In education, realism emphasizes understanding the material world, a practical curriculum focused on science and culture, and developing the whole person.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
1. The document discusses the philosophy of idealism and its views on education. Idealism believes that education helps one understand their true spiritual self and preserve cultural ideals.
2. The aims of education according to idealism are the exaltation of human personality, universal education, developing initiative and creative power, enriching culture, developing morality, and self-realization.
3. Idealism advocates for curriculum that develops the whole person through intellectual, physical, and spiritual activities. The teaching methods focus on self-activity and developing an appreciation for truth, goodness, and beauty.
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
Reconstructionism focuses on using education to reform and improve society. It emphasizes addressing social issues and creating a better, more just world. The role of the teacher is to facilitate learning through questioning and problem-solving real-world issues around topics like poverty and violence. Students are encouraged to think critically about inequalities and become activists who can work to solve problems and enact change in society.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Nature, Scope & Importance of Philosophy of EducationPaul De Las Alas
The document discusses the nature, scope and importance of the philosophy of education. It begins by defining key terms like philosophy, reality, ultimate truth, immediate truth, education, and philosophy of education. It then examines how philosophy is understood and its aims to achieve a comprehensive worldview. The document outlines how philosophy of education should consider both the individual and society. It also discusses how educational philosophy influences areas like the aims of education, curriculum, teaching methods, and theories of discipline. Finally, it presents factors to consider in formulating a Filipino philosophy of education such as the purpose of education and the roles of students, teachers and community.
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
Sociological foundations of curriculum developmentJunrie Bandolon
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
Philosophical and psychological foundations of curriculumgopikarchandran
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
Idealism holds that ideas or mind are the ultimate reality. It emphasizes that knowledge is obtained through reasoning and speculation rather than observation alone. Several philosophers contributed to the development of idealism, including Plato, who believed knowledge comes from recollection of innate ideas, and Kant, who saw the mind as giving meaning to the world. Idealism views education as developing students' abilities and character to serve society by focusing on subjects of the mind through discussion and questioning.
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
Idealism is one of the oldest philosophies that believes ideas are the true reality, not the material world which is imperfect and changing. The document discusses the key principles of idealism including that spirit and mind constitute reality, values are absolute, and truth cannot be found in the material world. It provides examples of important idealist philosophers from both Western and Indian traditions such as Plato, Descartes, and Aurobindo Ghosh. The metaphysics, axiology, and epistemology of idealism are also summarized.
This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, postmodernism, perennialism, essentialism, progressivism, and critical theory. For each philosophy, implications for today's classroom teachers are provided. The philosophies provide guidance on curriculum, teaching methods, the role of the teacher, and the purpose of education. The implications suggest how teachers can apply each philosophy in their classroom, such as encouraging critical thinking, problem solving, or empowering students.
Progressivism is an educational theory that believes students learn best through experiences that they find relevant to their own lives. Students pursue their interests and learn through social interaction. John Dewey was a key proponent, believing learning happens best through real-world experiences rather than just books. The goals of progressivism are for students to become intelligent problem solvers and socially aware citizens. Teachers focus on group work, projects, and relating lessons to students' future needs rather than standardized tests.
The document discusses the philosophical foundations of curriculum, including four major philosophies - idealism, realism, pragmatism, and existentialism. It also covers four educational philosophies - perennialism, essentialism, progressivism, and reconstructionism. The philosophies differ in their views of reality, knowledge, values, the teacher's role, and emphasis on learning and curriculum. For example, idealism sees reality as spiritual/moral, knowledge as recalling ideas, and values knowledge based subjects. Realism views reality as objective, knowledge as derived from senses/reason, and values a hierarchy of subjects.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum, history and elements of curriculumUmair Ashraf
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
1. The document discusses the philosophical foundations of curriculum and how philosophy influences curriculum development. It outlines four major philosophies - idealism, realism, pragmatism, and existentialism - and how they have implications for curriculum.
2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
This document discusses the formulation of an educational philosophy. It begins by explaining the importance of having a clear philosophy of education to guide curriculum planning and teaching approaches. It then defines philosophy and outlines three main branches: metaphysics, epistemology, and axiology. The document proceeds to explain five major philosophical positions that influence education: perennialism, essentialism, progressivism, reconstructionism, idealism, realism, pragmatism, and existentialism. It provides the key features and implications of each position. Advantages of developing a teaching philosophy are also presented. The document concludes with sample multiple choice questions.
Reconstructionism focuses on using education to reform and improve society. It emphasizes addressing social issues and creating a better, more just world. The role of the teacher is to facilitate learning through questioning and problem-solving real-world issues around topics like poverty and violence. Students are encouraged to think critically about inequalities and become activists who can work to solve problems and enact change in society.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Nature, Scope & Importance of Philosophy of EducationPaul De Las Alas
The document discusses the nature, scope and importance of the philosophy of education. It begins by defining key terms like philosophy, reality, ultimate truth, immediate truth, education, and philosophy of education. It then examines how philosophy is understood and its aims to achieve a comprehensive worldview. The document outlines how philosophy of education should consider both the individual and society. It also discusses how educational philosophy influences areas like the aims of education, curriculum, teaching methods, and theories of discipline. Finally, it presents factors to consider in formulating a Filipino philosophy of education such as the purpose of education and the roles of students, teachers and community.
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
Sociological foundations of curriculum developmentJunrie Bandolon
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
Philosophical and psychological foundations of curriculumgopikarchandran
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
Idealism holds that ideas or mind are the ultimate reality. It emphasizes that knowledge is obtained through reasoning and speculation rather than observation alone. Several philosophers contributed to the development of idealism, including Plato, who believed knowledge comes from recollection of innate ideas, and Kant, who saw the mind as giving meaning to the world. Idealism views education as developing students' abilities and character to serve society by focusing on subjects of the mind through discussion and questioning.
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
Idealism is one of the oldest philosophies that believes ideas are the true reality, not the material world which is imperfect and changing. The document discusses the key principles of idealism including that spirit and mind constitute reality, values are absolute, and truth cannot be found in the material world. It provides examples of important idealist philosophers from both Western and Indian traditions such as Plato, Descartes, and Aurobindo Ghosh. The metaphysics, axiology, and epistemology of idealism are also summarized.
This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, postmodernism, perennialism, essentialism, progressivism, and critical theory. For each philosophy, implications for today's classroom teachers are provided. The philosophies provide guidance on curriculum, teaching methods, the role of the teacher, and the purpose of education. The implications suggest how teachers can apply each philosophy in their classroom, such as encouraging critical thinking, problem solving, or empowering students.
Progressivism is an educational theory that believes students learn best through experiences that they find relevant to their own lives. Students pursue their interests and learn through social interaction. John Dewey was a key proponent, believing learning happens best through real-world experiences rather than just books. The goals of progressivism are for students to become intelligent problem solvers and socially aware citizens. Teachers focus on group work, projects, and relating lessons to students' future needs rather than standardized tests.
The document discusses the philosophical foundations of curriculum, including four major philosophies - idealism, realism, pragmatism, and existentialism. It also covers four educational philosophies - perennialism, essentialism, progressivism, and reconstructionism. The philosophies differ in their views of reality, knowledge, values, the teacher's role, and emphasis on learning and curriculum. For example, idealism sees reality as spiritual/moral, knowledge as recalling ideas, and values knowledge based subjects. Realism views reality as objective, knowledge as derived from senses/reason, and values a hierarchy of subjects.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Curriculum, history and elements of curriculumUmair Ashraf
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
1. The document discusses the philosophical foundations of curriculum and how philosophy influences curriculum development. It outlines four major philosophies - idealism, realism, pragmatism, and existentialism - and how they have implications for curriculum.
2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
This document discusses the formulation of an educational philosophy. It begins by explaining the importance of having a clear philosophy of education to guide curriculum planning and teaching approaches. It then defines philosophy and outlines three main branches: metaphysics, epistemology, and axiology. The document proceeds to explain five major philosophical positions that influence education: perennialism, essentialism, progressivism, reconstructionism, idealism, realism, pragmatism, and existentialism. It provides the key features and implications of each position. Advantages of developing a teaching philosophy are also presented. The document concludes with sample multiple choice questions.
This presentation discusses curriculum development. It defines curriculum as a structured document that includes goals, objectives, strategies and a framework for what, how and when to teach. An effective curriculum involves various stakeholders and meets diverse student needs and abilities. Curriculum foundations include epistemology, sociology and psychology. Different philosophical approaches like idealism, realism, pragmatism and existentialism shape curriculum. Technical and non-technical approaches to curriculum design are also presented, along with models like Tyler, Taba and open classroom models.
The document discusses the historical, anthropological, philosophical, psychological, and sociological foundations of education. It describes how educational philosophies have been influenced over time by different thinkers from ancient Greece and Rome to modern times. Some of the major educational philosophies discussed include essentialism, progressivism, perennialism, and reconstructionism. It also outlines different psychological orientations like information processing, behaviorism, cognitivism/constructivism, and humanism that relate to educational philosophies. Finally, it emphasizes that the environment children live in shapes how they learn and develop.
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
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.
Philosophy is the study of fundamental questions about existence and knowledge. Education is the acquisition of knowledge and preparation for life. Educational philosophy determines the various aspects of education such as aims, curriculum, methods of teaching, and roles of teachers and students. It performs important functions like harmonizing old and new traditions, providing progressive vision to educational leaders, and preparing students to face modern challenges. Philosophy and education are complementary as philosophy guides education in theory and education applies philosophy in practice.
This document discusses the philosophical foundations of teaching. It begins by defining philosophy and explaining the key branches of philosophy. It then discusses different philosophies of education including idealism, realism, and pragmatism. It also covers educational theories like perennialism, essentialism, progressivism, social reconstructionism, and existentialism. For each philosophy and theory, it describes the key beliefs and perspectives of teachers who adhere to that approach. Overall, the document provides an overview of the philosophical heritage and theoretical underpinnings that influence teaching as a profession.
This document discusses the role of educational philosophy. It defines philosophy and education, and outlines several key roles of educational philosophy, including determining aspects of education like aims, curriculum, teaching methods, the roles of teachers and students. Educational philosophy also helps harmonize old and new traditions in education and provides vision to educational planners and administrators. It impacts teacher roles and discipline. Finally, educational philosophy prepares young people to face challenges of modern times.
philosophical and theoretical foundations of a curriculummikelrenzcarino
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking. Essentialism promotes core skills and subjects. Progressivism is learner-centered and promotes democratic values. Reconstructionism aims to improve society through educational reform.
- Foundations of curriculum include philosophical, social, historical, and psychological perspectives. Major theorists contributed different learning theories and views on the nature and design of curriculum.
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
This document discusses the philosophy of education. It begins by defining philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the acquisition of knowledge and preparation for life. Educational philosophy establishes the purpose and values that guide education. It determines various aspects of education like aims, curriculum, teaching methods, and roles of teachers and students. The major philosophies discussed are perennialism, progressivism, social reconstructivism, and existentialism.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
This document discusses the relationship between philosophy and education. It defines philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the transmission of a society's knowledge, skills, and values across generations. The document outlines the major philosophies of education, including perennialism, progressivism, social reconstructivism, and existentialism. It also explains that educational philosophy determines various aspects of education systems by providing theoretical guidance on aims, curriculum, teaching methods, and roles of teachers and students. Philosophy and education are seen as complementary fields that work together.
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.
This document discusses different educational philosophies:
1. Existentialism emphasizes individual subjectivity and freedom of choice. Teachers help students define their essence and make decisions.
2. Essentialism focuses on basic skills and traditional curriculum decided by teachers.
3. Later sections discuss Constructivism, Progressivism, Perennialism, Behaviorism, and Social Reconstructionism - explaining their views on why and how to teach.
4. The document provides examples and comparisons of how different philosophies are demonstrated in teaching objectives, curriculum, and methods. It aims to help teachers scrutinize foundations of education and form their own philosophical statements.
The document discusses various aspects of curriculum design, including different design models and considerations. It describes subject-centered, problem-centered, and learner-centered designs. Subject-centered design organizes curriculum by academic subjects and disciplines. Problem-centered design focuses on solving real-world problems. Learner-centered design emphasizes students' interests, creativity, and self-direction. Effective curriculum design requires considering philosophical foundations, content, learning experiences, assessments, and balancing different stakeholder needs.
Similar to philosophical foundation of education, realism ,idealism ,existential pragmtism (20)
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2. What is a foundation?
1. The basis or ground work of any thing
2. The natural or prepared ground on which some
structure rests
3. The lowest and supporting layer of a structure
3. Curriculum foundation
• The curriculum foundation may be defined as those basic forces that
influence and shape the minds of curriculum developers and enhance the
content and structure of the subsequent curriculum.
5. What is philosophy?
Al kind:
“Philosophy helps the Muslim to understand the truth
using different techniques from those directly provided through
Islam.”
Marx, Karl ( Theses on Feuerbach, #11)
“The philosophers have only interpreted
the world, in various ways; the point, however, is to change It.”
6. Philosophical foundations
• Every society is held together by a common faith
or philosophy which serve as a guide for living a
good life
• Philosophy provides systematic procedure for
clarifying issues and making decision on critical
point o curriculum development
7. Philosophy and curriculum
• Philosophy provides educators, teachers and curriculum makers with
framework for planning, implementing and evaluating curriculum
• It helps in answering what educational institutions are for,
what subjects are important,
how students should learn and
what materials and
methods should be used.
8. Four Major Philosophical Categories
Four major philosophical categories that have, influenced curriculum
development:
I) Idealism
ii) Realism
iii) Pragmatism
iv) Existentialism
9. Idealism
• Chief Representatives:
Socrates, Plato, Fitche, Hegel, Hume, Kant Nunn and Ross
• Kant ( Kant's idealism, pg:5)
“ Idealism may be defined as the view that
reality or “the world” is a product of the mind”
• Features:
The doctrine of idealism suggests that matter is an illusion and
that reality is that which
exists mentally
2. Reality exists as it is experienced
3. Truth is same today as it was yesterdays
10. Implications for Curriculum
• Teachers are expected to act as role models of enduring values.
• And the school must be highly structured and should advocate only those
ideas that demonstrate enduring values.
• The materials used for instructions, therefore, would center on broad ideas
particularly
those contained in great works of literature and/or scriptures.
• Since it is based on broad ideas and concepts, idealism is not in line with the
beliefs of those who equate learning with acquisition of specific facts.
• Curriculum should aim at inculcation of three spiritual values: Truth,
Beauty and Goodness, theses three values determine three types of
activities- intellectual, aesthetic and moral.
11. Realism
Features:
1. Concerned with world of ideas and things that are fixed within established subject matter.
2. Theory and principles come first in learning experience , application and practice follow.
Implications for Curriculum:
o The paramount responsibility of the teacher is to impart to learners the knowledge about the world they live in.
o What scholars of various disciplines have discovered about the world constitutes this knowledge.
o However, like the idealists, the realists too stress that education should reflect permanent and
enduring values that have been handed down through generations, but only to the extent that they do not interfere
with the study of particular disciplines.
o Unlike the idealists, who consider classics ideal as subject matter for studies, the realists view the
subject expert as the source and authority for determining the curriculum.
o Text books and other written materials prepared by experts are important media for helping
children learn what they should learn.
o Curriculum should include essential knowledge, not the ‘fads and frills’
12. Pragmatism
Profounder : John Dewey
Features:
Unlike, i.e., idealism and realism, Pragmatism gives
importance to change, processes and relativity
• It suggests that the value of an idea lies in its actual consequences
• Considers learning as an active process, rather than a passive acceptance
of facts and has no absolute values
• Knowledge is not at all undeniable in a changing world: what is valid
today may not be valid tomorrow
• Analyses the interests of the child into four groups: communication,
enquiry, construction, expression.
13. Implications for curriculum
o Curriculum should teach the learners how to think critically rather than
what to think.
o It should be child centered.
o What is to be included must have practical effect on students.
o Teaching should, therefore, be more exploratory in nature than
explanatory.
o The role of the teacher should simply be to spread information but to
construct situations that involve both direct experience with the world of
the learner and opportunities to understand these experiences.
o Curriculum should be based on: Utility, Natural interests of children,
Child’s own experiences, and integration.
14. Existentialism
o
Features:
o Existentialism has gained greater popularity in recent years.
o Today, many educationists talk about focusing on the individual, promoting diversity in
the curriculum and
emphasizing the personal needs and interests of learners.
o This philosophy emphasizes that there are no values outside human beings, and thus,
suggests that human
beings should have the freedom to make choices and then be responsible for the
consequences of those
choices.
o Existentialists suggest complete autonomy of learner. According to this philosophy,
learners should be put into
a number of choice-making situations, i.e., learners should be given freedom to choose
what to study.
o It emphasizes that education must center on the perceptions and feelings of the
individual in order to facilitate
understanding of personal reactions or responses to life situations.
15. o What might have been relevant in a particular situation need not
necessarily always be so. In essence, social
changes demand changes in the existing pattern of education.
o To plug the gap between the needs of the learner, the society and the
curriculum content, rethinking in the area
of curriculum development appears to be unavoidable
o To plug the gap between the needs of the learner, the society and the
curriculum content, rethinking in the area
of curriculum development appears to be unavoidable
o Chief concern is to free the child so that he/she can do his/her own
thinking/things.
o Want children to find their own identities and set their own standards.
o Tries to free children to choose for themselves what they are to learn and
to believe
16. Implications for Curriculum:
Individual learners should not be forced into pre-determined programmed of study.
o Whatever the learner feels he/she must learn should be respected and facilitated by
the system.
o An existentialist curriculum, therefore, would consist of experiences and subjects
that lend themselves to philosophical dialogue and acts of making choices, stressing,
self-expressive activities and media that illustrate emotions and insights.
o The teacher should have a non-directive role.
o The teacher should view himself/herself as a partner in the process of learning
o As a professional, the teacher should serve as a resource facilitator, rather than
imposing some predetermined values or interests on learners.