The Teacher and the School Currciculum

Foundations of Curriculum

How was the curriculum developed? What foundations influenced curriculum development? Who are the identified curricularists?

Philosophical foundations
 Philosophy = strong belief about education and school and the kind of curriculum
 Philosophy of curriculum answers the questions: What are schools for? What subjects are important? How should students learn? What methods should be
used? What outcomes should be achieved?

School of thought Philosophers Aim Role of Teachers Focus Trends

Perennialism Plato, Aristotle, Thomas Aquinas To educate the rational Assist students to think Classical subjects, literary Use of great books (Bible,
person; cultivate intellect with reason analysis, curriculum is Koran, Classics), Liberal arts
enduring
Essentialism William Bagley To promote intellectual Sole authorities in the Reading, Writing, Back to basics, excellence in
growth of the learners to subject area Arithmetic, 3Rs; essential education, cultural literacy
become competent subjects
Progressivism John Dewey To promote democratic Leads for growth and Interdisciplinary subjects, Equal opportunities for all,
social living development of lifelong learner-certered; contextualized curriculum,
learners outcomes-based humanistic education
Reconstructionism Theodore Brameld To improve and An agent of change and Present and future School and curricular reform,
reconstruct society reforms educational landscape global education,
education for change collaboration and
convergence, standards and
competencies
 Historical Foundations
 can be seen through a chronological development along a timeline
 Development started with Franklin Bobbit in his book “The Curriculum”
 These are the eight greatest contributors to curriculum

1876-1956 1875-1952 1875-1952 1886-1960 1901-1989 1902-1994 1902-1967 1992-2012

Franklin Bobbit Werret William Kilpatrick Harold Rugg Hollis Caswell Ralph Tyler Hilda Taba Peter Oliva
Charters
 Started the  Curriculum is  Purposeful activities that  Curriculum should  Curriculum is  Curriculum is a  Contributed  Curriculum
curriculum a science that are child-centered develop the whole organized around science and an to theories change is a
development emphasizes  Purpose is child child; child- social functions, extension of a and concepts cooperative
 Curriculum is a students’ development and growth centered organized school’s in social endeavor
science that needs  Project method – teacher  Objectives and knowledge, and philosophy. studies  Teachers and
emphasizes  Objectives and student plan the activities should be learners’ interest  Based on students’  Laid the curriculum
students’ needs and activities activities related; should  Curriculum, needs and interest foundation specialist are
and prepares should match  Develop social produce outcomes instruction, and for diversity the core
learners for  Subject relationships and small  Emphasized social learning are among planners
adult life matter should group instruction activities; teacher interrelated students  Significant
relate to plans curriculum in  Curriculum is a improvement is
objectives advance set of achieved
experiences. through group
activity
 Psychological Foundations

ASSOCIATION AND BEHAVIORISM

Ivan Pavlov Edward Thorndike Robert Gagne

 Father of classical conditioning, stimulus-  Connectionism theory  Hierarchichal learning theory; learning follows a
response theory (S-R)  Three laws of learning: law of readiness, law of exercise, hierarchy
 Key to learning is training in the early years law of effect  Behavior is based on prerequisite conditions
 S-R is the foundation of learning practice  Specific stimulus has specific response  Introduced tasking in the formulation of objectives

COGNITIVE INFORMATION PROCESSING THEORY

Jean Piaget Lev Vygotsky Howard Gardner

 Cognitive development has stages from birth to  Interaction is a source of learning culture  Gardner’s multiple intelligences states that humans have
maturity: sensorimotor (0-2), preoperational (2-7),  Learning precedes development several different ways of processing information and
concrete operations (7-11), formal operations (11-  Sociocultural development theory these are relatively independent of one another
onwards)  Keys to learning: the child is an active agent in the  Eight intelligences: linguistic, logical-mathematical,
 Keys to learning: assimilation (incorporation of new learning process musical, spatial, bodily/kinesthetic, interpersonal,
experience), accommodation (learning intrapersonal, and naturalistic
modifications and adaptation), equilibrium
(balance between previous and later learning)
Daniel Goleman
Emotion contains the power to affect action = emotional quotient

HUMANISTIC PSYCHOLOGY

Gestalt Pscyhology Abraham Maslow Carl Rogers

 Learning is in terms of “wholeness” of the  Advanced self-actualization theory  Nondirective and therapeutic learning
problem  Basic needs have to be met first before a child will be  Established counseling procedures and methods for
 Human beings respond to pattern of stimuli interested in learning facilitating learning
 Keys to learning: learning is complex and abstract  Human emotion based on love and trust is important  Children’s individual perceptions influence their
 Learners analyze the problem, discriminate  Keys to learning: produce a healthy and happy learner learning and behavior in class.
between essential and nonessential data, and who can accomplish, grow, and actualize his or her  The curriculum is concerned with process, not product;
perceive relationships human self personal needs, not subject matter; and psychological
 Learners will perceive something in relation to meaning, not cognitive scores.
the whole in relation to their experiences

SOCIAL FOUNDATIONS OF CURRICULUM

Schools and society Emile Durkheim Alvin Toffler

 Society as a source of change  Influence of society and social context in education  Knowledge should prepare students for the future
 Schools as agents of change  Things that surround individuals can change, develop  In the future, parents might have the resources and
 Knowledge as an agent of change their behavior technology to homeschool their children
 Schools and civil society: two fundamental elements  Schools and students can work creatively,
collaboratively, and independent of age

OTHER THEORISTS

Paolo Freire John Goodlad William Pinar

 Education is a means of shaping the person and  Curriculum organized around the needs of society and  Curriculum should include enrichment of practice
society through critical reflections and students  Understand the nature of education experience
conscientization  Constant need for school improvement and alignment  Curriculum involves multiple disciplines and studied
 Teachers use questions and problem-posing to of standards from multiple perspectives
raise consciousness  Emphasis on active learning and critical thinking
 Emphasis on problem-posing and critical thinking