This document discusses the historical development of curriculum theory from the 1880s to present day. It covers several approaches to curriculum development including: 1. The traditionalist approach advocated by theorists like Ralph Tyler which focused on practical, local problem solving. 2. The conceptual-empiricist approach which emphasized empirical research and "teacher-proof" curriculum developed by experts. 3. The reconceptualist view which criticized previous approaches for focusing too much on schools and not questioning the underlying assumptions of curriculum. Reconceptualists called for a complete rethinking of the purpose of education.

1. GR5002 Contemporary Approaches in
School Curriculum Evaluation
Session 2
Development of Curriculum Theory
‫المنهج‬ ‫نظرية‬ ‫تطوير‬
UNIVERSITY OF BAHRAIN
BAHRAIN TEACHERS COLLEGE
CONTINUOUS PROFESSIONAL DEVELOPMENT

2. 1/ ‫ما‬‫للمن‬ ‫ي‬ّ ‫التاريخ‬ ‫التطور‬‫اهج؟‬
2/ ‫للمدرسين؟‬ ‫التخصصات‬ ‫أهمية‬ ‫ما‬
3/ ‫البحوث‬ ‫على‬ ‫المنهج‬ ‫اعتمد‬
‫والمعايي‬ ‫والكاديمية‬ ‫التجريبية‬.‫ر‬
‫.علل‬
4/ ‫ناقش‬‫ا‬‫مقصورا‬ ‫يكون‬ ‫لتعليم‬
‫منه‬ ‫يستفيد‬ ‫من‬ ‫.على‬
5/ ‫بالضرورة‬ ‫هو‬ ‫المناهج‬ ‫تطوير‬
‫المستوى‬ ‫على‬ ‫للمشكلت‬ ‫حل‬

3. 7/ ‫التعليمية‬ ‫الغراض‬ ‫هي‬ ‫ما‬
‫إلى‬ ‫المدرسة‬ ‫تسعى‬ ‫أن‬ ‫ينبغي‬
‫تحقيقها؟‬
8/ ‫التعلم؟‬ ‫أهداف‬ ‫مصادر‬ ‫ما‬
9/ ‫المنهج‬ ‫يكون‬ ‫أن‬ ‫يجب‬
.‫علل‬ ‫ومترابطا‬ ‫.متماسكا‬
10/ ‫لختبار‬ ‫تحتاج‬ ‫المناهج‬ ‫قضايا‬
.‫التجريبية‬ ‫البحوث‬ ‫خلل‬ ‫من‬

4. Historical Development of Curriculum
Theory
 1880’s & 1890’s – The need to develop
productive citizens  Public Education
 Committee of 10 – Established the Primary/
Secondary System
 John Dewey – Focus on the student, not the
content matter
 1920’s – Concept of standardizing curriculum
 1940’s – “Scientific Curriculum Management”
(Ralph Tyler) - Focus on the local school
 ‫للمناهج‬ ‫ي‬ِّ ‫التاريخ‬ ‫التطور‬

5. Historical Development of Curriculum
Theory
 1950’ & 1960’s –Curriculum based on empirical
research (psychology and sociology)
 Focus on “experts” and “packaged” (“Teacher
Proof”) curriculum – teachers required to have
academic majors regardless of area taught ‫التخصصات‬
‫للمدرسين‬ ‫وأهميتها‬
 1970’s & 1980’s – Reconceptualist challenge
 1990’s – Move towards “standards” and a “standards-
based” curriculum
 ‫والمعايير‬ ‫والاكاديمية‬ ‫التجريبية‬ ‫البحوث‬ ‫على‬ ‫المنهج‬ ‫اعتمد‬

6. Two Views of Schooling
 Elitist – Education is a privilege that should be reserved for
those who can earn and benefit from it (Traditional European &
Asian view)
 ‫ا‬‫منه‬ ‫يستفيد‬ ‫من‬ ‫على‬ ‫ا‬ً ‫مقصور‬ ‫يكون‬ ‫لتعليم‬
 Focus on identifying those who are deserving and removing
those who are not – emphasis on high quality learning for an
elite ‫على‬ ‫التركيز‬‫غيرهم‬ ‫وإهمال‬ ‫النخبة‬ ‫تحديد‬
 Egalitarian – Education is a right and everyone should be given
opportunities for learning (Traditional US view) ‫حق‬ ‫التعليم‬ : ‫المساواة‬
‫للجميع‬
 Focus on providing universal education – tendency for less
rigor to meet all needs ‫صرامة‬ ‫أقل‬ ‫ميل‬ - ‫للجميع‬ ‫التعليم‬ ‫توفير‬ ‫على‬ ‫التركيز‬
‫الحتياجات‬ ‫جميع‬ ‫لتلبية‬

7. Traditionalist Approach
‫التقليدية‬ ‫الطريقة‬
Ralph Tyler
Hilda Taba
Tanner & Tanner

8. Ralph Tyler’s Approach – 1949
 Curriculum development is essentially problem solving at the
local level‫ي‬ِّ ‫المحل‬ ‫المستوى‬ ‫على‬ ‫للمشكلت‬ ‫حل‬ ‫بالضرورة‬ ‫هو‬ ‫المناهج‬ ‫تطوير‬
 Focus on local (district or school) issues‫المشكلت‬ ‫على‬ / ‫في‬ ‫التركيز‬
‫المحلية‬
 Curriculum management should be practical, not theoretical ‫ينبغي‬
‫نظرية‬ ‫وليست‬ ‫عملية‬ ‫المنهج‬ ‫إدارة‬ ‫تكون‬ ‫أن‬
 Curriculum management should be the responsibility of school
administrators and teachers ‫مديري‬ ‫مسؤولية‬ ‫المناهج‬ ‫إدارة‬ ‫تكون‬ ‫أن‬ ‫وينبغي‬
‫والمعلمين‬ ‫المدارس‬
 Teachers need to be more competent in teaching ability than in
content matter ‫التدريس‬ ‫في‬ ‫للكفاءة‬ ‫بحاجة‬ ‫المعلمون‬

9. Tyler’s Four Fundamental Questions (1949)
1. What educational purposes should the school seek to
attain? ‫تحقيقها؟‬ ‫إلى‬ ‫المدرسة‬ ‫تسعى‬ ‫أن‬ ‫ينبغي‬ ‫التعليمية‬ ‫الغراض‬ ‫هي‬ ‫ما‬
2. What educational experiences can be provided that
are likely to attain these purposes? ‫التعليمية‬ ‫الخبرات‬ ‫هي‬ ‫ما‬
‫الغراض؟‬ ‫هذه‬ ‫تحقق‬ ‫أن‬ ‫المحتمل‬ ‫من‬ ‫التي‬
3. How can these educational experiences be effectively
organized? ‫فعال؟‬ ‫بشكل‬ ‫التعليمية‬ ‫الخبرات‬ ‫هذه‬ ‫تنظيم‬ ‫يمكن‬ ‫كيف‬
4. How can we determine whether these purposes are
being attained? ‫قد‬ ‫الغراض‬ ‫هذه‬ ‫كانت‬ ‫ما‬ ‫إذا‬ ‫تحديد‬ ‫يمكننا‬ ‫كيف‬
‫ل؟‬ ‫أم‬ ‫تحققت‬

10. Sources of Learning Objectives
‫التعلم‬ ‫أهداف‬ ‫مصادر‬
 Focus on Learners – identify knowledge
and skills students need - ‫المتعلمين‬ ‫على‬ ‫التركيز‬
‫للطلب‬ ‫والمهارات‬ ‫المعارف‬ ‫حاجة‬ ‫تحديد‬
 Consider current life outside school –
identify essential knowledge and skills
that are transferable to daily living
 Focus on what a subject can contribute to
life after schooling

11. Conceptual-Empiricist
Approach -‫المفاهيمي‬ ‫النهج‬
‫التجريبي‬
George Beauchamp
Joseph Schwab
Basil Bernstein

12. Basic Concepts ‫أساسية‬ ‫مفاهيم‬
 Focus should be on learning process not the product
 Curriculum must be supported by empirical research
 Curriculum must be both cohesive and coherent
 Curriculum should be the responsibility of experts, not teachers
 Curriculum evaluation and development should develop
“teacher proof” materials ‫المعلم‬ ‫دليل‬
 Teachers must be subject specialists to provide the product
(content and skills that are learned)
 ‫التجريبية‬ ‫البحوث‬ ‫من‬ ‫مدعومة‬ ‫تكون‬ ‫أن‬ ‫يجب‬ ‫المناهج‬
 ‫ا‬ً‫ومترابط‬ ‫ا‬ً‫متماسك‬ ‫المنهج‬ ‫يكون‬ ‫أن‬ ‫يجب‬
 ‫والمهارات‬ ‫المحتوى‬ ‫في‬ ‫ا‬ً‫متخصص‬ ‫يكون‬ ‫أن‬ ‫يجب‬ ‫المعلم‬

13. Curriculum Management (Beauchamp)
 The technical language of education needs to be clearly
defined ‫واضح‬ ‫تعريف‬ ‫إلى‬ ‫التعليم‬ ‫مصطلحات‬ ‫تحتاج‬
 Curriculum issues need to be examined through empirical
research ‫التجريبية‬ ‫البحوث‬ ‫خل ل‬ ‫من‬ ‫لختبار‬ ‫تحتاج‬ ‫المناهج‬ ‫قضايا‬
 The basic curriculum questions are:
 What should be taught?‫؟‬ ‫لم‬َّ‫م‬‫ع‬َ‫ّل‬ ‫ي‬ُ‫ع‬ ‫أن‬ ‫يجب‬ ‫ماذا‬
 How should it be taught? ‫يعلم‬ ‫.كيف‬
 How should it be assessed? ‫يقيم‬ ‫كيف‬
 Curriculum should address three outcome types:
cognitive, performance, and affective ‫المنهج؟‬ ‫يتناو ل‬ ‫ماذا‬

14. Reconceptualist View
William Pinar
Henry Giroux
Michael Apple

15. RECONCEPTUALIST IDEAS
 Reconceptualization is a reaction to what the
education has been and what it is seen to be at the
present time
 Curriculum reform fails because it tries to “fix” an
existing curriculum ‫المناهج‬ ‫إصل ح‬ ‫فشل‬
 The solution of educational problems is to abandon
the limitations of current curriculum and completely
reconceptualize (rethink) the purpose of education
‫المنهج‬ ‫على‬ ‫المفروضة‬ ‫القيود‬ ‫عن‬ ‫التخلي‬ ‫هو‬ ‫التربوية‬ ‫المشكلت‬ ‫جهنملا ىلع ةضورفملا دويقلا نع يلختلا وه ةيوبرتلا تالكشملا لحل‬
‫كامل‬ ‫وبشكل‬ ‫الحالي‬

16. Reconceptualist Criticism of Traditionalists
 Traditionalist curriculum focused on the
schools ‫المنهج‬ ‫جهنملا زكركز‬‫ال‬‫جهنملا زكرس‬‫ا‬‫المد‬ ‫على‬ ‫تقليدي‬
 Curriculum managers were dedicated to
the improvement of schools” and accept
a curriculum structure as it is without
question
 Curriculum change is measured by
comparing desired learning behaviors
with prescribed objectives

17. Reconceptualist Criticism of
Traditionalists
 Traditional curriculum is unrelated
to what actually happens in schools
 No consistency or unity in planning
 Emphasis on quick technical and
administrative solutions to problems
– no thought on questioning the
main features of the established
curriculum

18. Reconceptualist View of Conceptual-
Empiricists
 Curriculum (and education) is controlled
by social science (Psychology
Sociology)
 Demand for extensive empirical research
to justify teaching methodology
 Hypotheses developed, methodically
tested, and data reported - leading to
theories and models
 Curriculum management directed by
research results of psychologists

19. Reconceptualist View of Conceptual-
Empiricists
 Theories unrelated to what actually
happens in schools
 Curriculum management concerned only
with observable behaviors and research
confirmed solutions
 Basis of curriculum is not questioned
 Data collection hypothesis testing works
only in the disinterested service of building
a body of acceptable knowledge

20. Some Questions Reconceptualists Ask
1. What counts as curriculum knowledge?
2. How is this knowledge selected? Who
selects it?
3. How is this knowledge transmitted in the
classroom?
4. What kinds of classroom social
relationships serve to reproduce the values
found in accepted social relationships?
5. How do prevailing methods of evaluation
serve to preserve the existing curriculum?