Reconstrutionalist curriculum
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The document discusses the principles of reconstructionism in education. A reconstructionist curriculum seeks to emphasize cultural pluralism, equality, and futurism. It critically examines society and civilization while not avoiding controversial issues. The goal is to deliberately bring about social and constructive change by cultivating a future planning attitude and enlisting students and teachers in cultural renewal programs. Reconstructionism aims to strengthen control of schools for the benefit of mankind. It believes analysis and interpretation alone are insufficient, and that commitment and action from students and teachers are needed. Teachers should measure up to their social responsibilities. A reconstructionist design provides students with learning to alter social, economic, and political realities through curriculum that fosters social action and student involvement in creating a more equitable
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Chapter 2: Philosophical Foundation of Curriculum
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.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Trends in curriculum development
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Taba model of curriculum development
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
Sources of Curriculum Design
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.
Reconstructionism
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.
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Chapter 2: Philosophical Foundation of Curriculum
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.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Trends in curriculum development
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Taba model of curriculum development
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
Sources of Curriculum Design
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.
Reconstructionism
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.
Sociological foundation of curriculum
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Educational implications of various sociological concepts
The document discusses three major sociological perspectives on education: functionalism, conflict theory, and symbolic interactionism. Functionalism views education as serving important functions for society such as socialization and social placement. Conflict theory emphasizes how education perpetuates social inequality through tracking and unequal school quality. Symbolic interactionism examines how social interactions in school environments contribute to processes like gender socialization and how teacher expectations can influence student performance.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
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The document discusses the definition and components of curriculum design, including the types of curriculum designs, elements such as objectives, content, and learning experiences. It also examines different philosophies that influence curriculum as well as domains and taxonomies for defining objectives and evaluating learning outcomes.
Curriculum Development
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
Theories Curriculum Development
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
Role of teacher in curriculum implementation
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.
Curriculum Change
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Humanistic curriculum
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
Curriculum concepts
Describes curriculum concepts from prescriptive or descriptive, with the nature of a curriculum and its purpose
Ralph Tyler Objective Centered Model
I hope that this presentation can help you to understand Ralph Tyler Objective Centered Model. Thank you!
Experience centered design
An experience-centered curriculum is based on students' interests and experiences rather than predefined knowledge. The teacher creates a stimulating learning environment for students to explore, make discoveries, and observe others. Students essentially design their own learning by constructing and revising knowledge through hands-on participation and observation. For Dewey, education should start with students' existing experiences and interests, which are personal and constantly changing. The teacher analyzes students' experiences to continually adapt the curriculum to their needs.
Sociological foundation of curriculum
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Social Reconstructionism
Reconstructionist philosophy emphasizes addressing social issues and reforming society to work towards worldwide democracy. It assumes that constant social reconstruction is needed through educational reform. Teachers play a primary role in leading social change by initiating discussions on controversial topics, enabling critical examination of cultural heritage, and designing programs for reform. The curriculum focuses on enabling students to live in a global society, examines present and future social, economic, and political trends and problems, and emphasizes social sciences and research methods.
Foundations of curriculum
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.
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Sociological foundation of curriculum
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Educational implications of various sociological concepts
The document discusses three major sociological perspectives on education: functionalism, conflict theory, and symbolic interactionism. Functionalism views education as serving important functions for society such as socialization and social placement. Conflict theory emphasizes how education perpetuates social inequality through tracking and unequal school quality. Symbolic interactionism examines how social interactions in school environments contribute to processes like gender socialization and how teacher expectations can influence student performance.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Curriculum design
The document discusses the definition and components of curriculum design, including the types of curriculum designs, elements such as objectives, content, and learning experiences. It also examines different philosophies that influence curriculum as well as domains and taxonomies for defining objectives and evaluating learning outcomes.
Curriculum Development
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
Theories Curriculum Development
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
Role of teacher in curriculum implementation
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.
Curriculum Change
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Humanistic curriculum
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
Curriculum concepts
Describes curriculum concepts from prescriptive or descriptive, with the nature of a curriculum and its purpose
Ralph Tyler Objective Centered Model
I hope that this presentation can help you to understand Ralph Tyler Objective Centered Model. Thank you!
Experience centered design
An experience-centered curriculum is based on students' interests and experiences rather than predefined knowledge. The teacher creates a stimulating learning environment for students to explore, make discoveries, and observe others. Students essentially design their own learning by constructing and revising knowledge through hands-on participation and observation. For Dewey, education should start with students' existing experiences and interests, which are personal and constantly changing. The teacher analyzes students' experiences to continually adapt the curriculum to their needs.
Sociological foundation of curriculum
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
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Educational implications of various sociological concepts
Educational implications of various sociological concepts
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Social Reconstructionism
Reconstructionist philosophy emphasizes addressing social issues and reforming society to work towards worldwide democracy. It assumes that constant social reconstruction is needed through educational reform. Teachers play a primary role in leading social change by initiating discussions on controversial topics, enabling critical examination of cultural heritage, and designing programs for reform. The curriculum focuses on enabling students to live in a global society, examines present and future social, economic, and political trends and problems, and emphasizes social sciences and research methods.
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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.
Social Reconstructionism
This document discusses social reconstructionism in education. Some key points:
- Social reconstructionism aims to reconstruct social experiences and culture through education to create a better, more democratic society. It focuses on preparing students for social change.
- Teachers play an active role in reforming society by developing students' critical thinking skills and initiating social change. The goal is to develop students into "social engineers."
- When applied in American and Philippine education, social reconstructionism faced challenges like standardized curricula, English-only instruction, and disconnects between classroom learning and students' communities.
- In the Philippines, community school programs that integrated school and community functions were more effective at social and educational development. However,
Sociological Dimensions in Curriculum Development
The document discusses how social forces influence curriculum development. It notes that the modern workforce requires both technological skills as well as strong interpersonal skills. As a result, the curriculum must change to meet these needs. Several institutions shape curriculum, including the national economy, government agencies, and cultural and social customs. Developers must consider local needs in addition to national and international demands to ensure education enriches society and improves living conditions.
Learning Module in Ed 108 _Lesson 4.pdf
1) The document discusses social forces that influence curriculum development, including politics, economy, technology, social diversity, learning theories, and the environment. It examines how these shape curriculum goals and content.
2) Guidelines for considering social factors in curriculum development include respecting cultural pluralism, addressing local needs as well as national/international ones, and preparing students to participate productively in society.
3) Developing curriculum requires understanding a society's conceptions of education's functions like cultural transmission, transformation, and individual development in order to establish relevant goals and content.
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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.
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SOCIAL-RECONTRUCTIONISM.presentation.pptx
Social reconstructionism is an educational philosophy that emphasizes addressing social problems and creating a better society through democracy. It focuses on promoting critical thinking, active citizenship, and addressing social injustice through the curriculum. Reconstructionist educators see their role as leading societal change through education. They aim to cultivate social responsibility and inspire social activism in students. Some prominent scholars of this philosophy include George Counts, Theodore Brameld, and Paulo Freire.
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Patterns are basically the categories of curriculum .
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Combinación de los cuatro niveles
Translation techniques:
El nivel textual SL
El nivel de referencia
El nivel de cohesión
El nivel de naturalidad
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Reconstrutionalist curriculum
- 1. 1
- 2. RECONSTRUCTIONISM AND EDUCATION The reconstructionists seek a curriculum that emphasizes cultural pluralism, equality and futurism. Critically examines the cultural heritage of a society as well as entire civilization. Is not afraid to examine controversial issues. Is deliberately committed to bring about social and constructive change. Cultivate a future planning attitude that considers the realities of the world. Enlists students and teachers in a definite program to enhance cultural renewal and interculturalism. 2
- 3. RECONSTRUCTIONISM AND AIMS OF EDUCATION Strengthen control of the schools by and for goal-seeking interests of the overwhelming majority of mankind. 3
- 4. RECONSTRUCTIONISM AND CURRICULUM For reconstructionism analysis, interpretation and evaluation of problems are insufficient commitment and action by students and teachers are needed. 4
- 5. RECONSTRUCTIONISM AND TEACHER Teacher should measure up to their social responsibilities. 5
- 6. Reconstructionist Design Provide students with learning requisite for altering social, economic, & political realities Curriculum should foster social action, aimed at reconstructing society Encourages industrial & political changes Students should be involved in creating a more equitable society. 6
- 8. What does a Reconstructionist curriculum look like? A reconstructionist curriculum would include bringing students into their community. Ideally, students would spend half of their time in the classroom and the other half outside of the classroom in different settings. The curriculum would encourage students to directly apply what they are learning through social activism, reform and change. As part of the reconstructionism model, the curriculum would use service learning and discussion groups to teach, while also bringing the world into the classroom and the students out into their community. The curriculum would also encourage students to be curious and inquire about the world with the goal of having them re-invent it. 8
- 10. 1 0