This document discusses the influence of values, society, and culture on curriculum processes. It defines key terms like values, society, culture, and approaches to multicultural education. The document outlines several foundations of curriculum, including sociological and progressivist approaches. It emphasizes that curriculum designers must consider the needs of both society and students. Overall, the document examines how cultural traditions and societal needs should shape educational curriculum.

1. STUDIES OF THE INFLUENCE OF
VALUES,
OF SOCIETY AND CULTURE
ON CURRICULUM PROCESS
BY: LEONY C. ESPIN

2. Values life’s artifacts that we prize
and cherish most
Society structured community of people
bounded together by similar traditions,
institutions or nationality
LET’S DEFINE…….

3. Culture shapes the mind... it provides us with the toolkit by
which we construct not only our worlds but our
very conception of our selves and our powers‘-
Jerome Bruner
Culture is a complex whole which includes knowledge,
beliefs, arts, morals, customs and any other
capabilities acquired by man as a member of the
society. It is the sum total of a given society’s way of
life molded and shaped by prevailing circumstances
and environment(Brown, 1990)
DEFINITIONS OF CULTURE

4. Culture is the most powerful source
of leverage for bringing about
change in a school – or any
organization, for that matter.
Thomas J. Sergiovanni

5. CURRICULUM FOUNDATIONS
Sociological
Psychological
Philosophical
are the studies of learning and learning
theory
studies of nature and its value
studies of society and culture

6. Perennialist
Traditionalist
Essentialist
Curriculum as intellectual
training, fundamental
Intellectual disciplines
Curriculum as “course of
study” and “syllabus”
Curriculum as rules of
grammar, rhetoric,
reading, logic and
mathematics

7. Progressivist
Curriculum is the embodiment
of the best elements of the
experiences of CULTURE in
the process of acculturation
Smith, Stanley and
Shores
Curriculum as a sequence of potential
experiences, set up in the school for the
purpose of disciplining children and
youth in the GROUP WAYS OF THINKING
AND ACTING
Dewey
Recognition of the vital importance of
transferring and reconstructing the
cultural experience through the
curriculum. Such experiences include
not only the cumulative tradition of
knowledge but also the total culture of
society

8. TRANSMISSION OF CULTURE AS EDUCATIONAL PROCESS
ENCULTURATION-The transmission of
cultural traditions from one generation to the next
ACCULTURATION-the transmission of cultural
traditions and new knowledge from anybody
who “knows” to anybody who does not know
ASSIMILATION-the process in which an individual
entirely loses awareness of his previous group identity
and takes on culture or attitude of another group

9. Sociological Foundations- curriculum
designers must consider both the real and
ideal order of the things in society
Things to consider in making a curriculum
based on the society’s problem
 Needs and problems of the society which the
school intends to serve
 Scientific breakthroughs
 Technological revolution
 Unemployment

10.  Basic values, beliefs and principles of the
people
 Destruction of the
environment
 Philosophy, points of view and
recommendations of educators
 Social, economic and political
conditions

11. Careers and vocations open to graduates
Cultural changes
Legal mandates affecting education
Poverty
Weakening of family as the basic social unit
Value crises among youths
and adults

12. Beauchamp
1. Outline of culture content to be taught
2.Statement of goals and specific objectives
3.Statement of the purposes
4.Appraisal scheme

13. PROBLEM-CENTERED CURRICULUM
conceived as the framework which is guided toward
maturity within the context of the social group
It places equal emphasis upon the needs of society
and demands of teachers’ knowledge and
understanding of the forces which shape society
It assumes that the needs of children and the needs of
society are not antithetic but rather complementary and
that children reach their highest potential as they are
encouraged to develop their capabilities within the
context of group life

14. THE CORE VALUES (UNESCO)

15. K12 PREMISE ON SOCIETY AND ECONOMY
• K to 12 will contribute to economic growth. Several
studies have shown that improvements in the quality of
education will increase GDP growth by as much as 2%.
• K to 12 will facilitate mutual recognition of Filipino
graduates and professionals in other countries.
• A better educated society provides a sound
foundation for long-term socio economic
development.

16. MULTICULTURAL
EDUCATION
GLOBALIZATION

17. Multicultural education is an approach to teaching that values diversity
in the classroom—diversity in content, methods, perspectives,
educators, students, and cultures. Being a multicultural educator means
embracing your students’ and others’ cultural diversity as a means of
nurturing your students’ academic and personal growth.
Multicultural education is an idea, an educational reform movement,
and a process (Banks, 1997). As an idea, multicultural education seeks to
create equal educational opportunities for all students, including those
from different racial, ethnic, and social-class groups. Multicultural
education tries to create equal educational opportunities for all
students by changing the total school environment so that it will reflect
the diverse cultures and groups within a society and within the nation's
classrooms.
DEFINITIONS OF MULTICULTURAL EDUCATION

18. MULTICULTURAL EDUCATION
The primary goal of multicultural
education is to transform the schools that
male and female, exceptional students, a
and students from diverse cultural, social
class, racial and ethnic groups experience
and opportunity to learn (Banks, 2005).

19. APPROACHES TO MULTICULTURAL EDUCATION
Level 1: Contributions
Level 2: Additive
Level 3: Transformation
Level 4: Social Action

20. EDUCATION AND GLOBALIZATION
used to describe the growing integration of
economies worldwide through increase in
trade of investments flows and technology
transfer
refers to the increasing interconnectedness
and convergence of activities and forms of
life among diverse cultures throughout the world