FOUNDATIONS OF CURRICULUM

DEVELOPMENT
A. PHILOSOPHICAL FOUNDATIONS OF EDUCATION
TOPIC OUTLINE
A. PHILOSOPHICAL FOUNDATION
- Perennialism
- Essentialism
- Progressivism
- Reconstructionism
B. PSYCHOLOGICAL FOUNDATION
BEHAVIORISM
- Ivan Pavlov
- Edward Thorndike
- B.F skinner
- Albert bandura
 TOPIC OUTLINE
COGNITIVISM
- Information processing approach
- Meaningful learning (david ausubel)
- Levels of cognitive development( jean piaget)
- Metacognition
- Constructivism
HUMANISM
- Abraham Maslow
- Carl Rogers
- Arthur Combs
 Learning Activity
• Have this matrix, fill it out based on your understanding on the lesson,
submit to our google class at the end of the lesson.
Philosophy Education Aims Knowledge Educational Curriculum
Focus Roles Focus
Philosophy
• History claims that philosophy begun
from a simple process of WONDERING.
• Etymologically, Philosophy is derived from
the two Greek word PHILO means love
and SOPHIA means wisdom.
• Thus philosophy means LOVE OF
WISDOM.
• In general nature, Philosophy is a science
of ultimate awareness of things.
Philosophy
• Many sources consider philosophy to be
the “search for truth;” pursuit of wisdom
or knowledge, especially ultimate reality
(Oxford Dictionary).
• Locke defines philosophy as a “process of
liberation from ignorance and prejudice.”
• Love for wisdom
Philosophical Foundation in Curriculum
• Philosophy is at the heart of curriculum
development.

• It helps educators in formulating beliefs,

arguments, and assumptions and in making
value judgments.
Philosophical Foundation in Curriculum
• Philosophy develops a broad outlook, and
it also helps in answering what schools
are for, what subjects are important, how
students should learn, and what
materials and methods should be used.
Two broad categories of Philosophy
Traditional major philosophies
idealism, realism, pragmatism, and
existentialism,
• educational philosophies arising from
these major philosophies: perennialism
and essentialism in the traditional category
Modern Philosophies
• progressivism and reconstructionism
Idealism
- Idealism is considered one of the oldest
philosophical systems
- main proponent was the Greek philosopher,
Plato.
- advocates that ideas constitute what is real and
permanent
- emphasizes the spiritual component of man, i.e.,
man is a spiritual being.
- education is the process of development of a
person, his/her conscious and spiritual self.
- The ultimate responsibility for learning rests
with learners.
- The school exists to develop character,
increase knowledge, and cultivate aesthetic
taste.
- The teacher is expected to be a model,
friend, and guide to the learners.
Realism
• The realist’s school of thought is traced back to
Aristotle, a Greek philosopher.
• According to this philosophy, matter or objects that we
see exist by themselves
• The following principles are therefore upheld:
- the principle of independence of matter,
- the principle of orderliness of the world behind its
organization, this means that law and order prevail in the
universe,
- the principle of the world as real as discovered by the
scientist.
What then are the educational implication of
realism?
• The ultimate educational aim is achievement of knowledge
of nature and inner workings of the universe.
• Education is essentially transmission of inherited culture
from one generation to another.
• Disciplines of curriculum should contain certain elements of
culture.
• Students should learn disciplines to develop intellectual
skills to discover important principles and theoretical
insights.
Pragmatism and its educational implications
The main proponent of pragmatism was John Dewey (1859
-1952).
• Learning from Experience
• If experience is the source of knowledge, it is also a source of
education.
• We learn by doing.
• However, not every experience is educative; experience must be
productive, i.e., produce growth.
• Educational Aim: Develop Learners’ Ability to Deal with Future
Problems
Existentialism
• Existentialism is defined as “the philosophy of
existence.” Sartre (1957) also states that “man
is nothing else but what he makes of himself.”
• A person is therefore free to choose the type
of life to live and is in control of his/her destiny
• Reality, therefore, is subjective. Values
emphasized are those that the individual
chooses freely according to his/her perception.
Implications of Existentialism on education
and curriculum
• The main implication is an emphasis on knowledge
and abilities for personal choice. Hence, the need
to acquire knowledge and principles of the human
condition and acts of choice-making.

• Curriculum should have a broad range of subject

matter from which learners can choose, i.e.,
electives, and an inclusion of subjects that involve:
Philosophy (based from traditional)
Educational Philosophical Education Knowledge Educational Curriculum
Philosophy Base Aims Focus Roles Focus

Focus on past Teacher helps

Educate the
and permanent students think Classical
rational
Idealism studies, mastery rationally. subjects
Perennialism person.
Realism of facts, and Explicit teaching Constant
Cultivate
timeless of traditional curriculum
the intellect.
knowledge. values.
 Slide Title
Philosophy Philosophi Education Knowledge Educational Curriculum
cal base Aims focus roles focus

Essential
Teacher is an skills (three
Promote the Essential skills
authority in his Rs – reading,
intellectual and academic
or her subject writing, and
growth of the subjects
Essentialis Idealism field. arithmetic)
individual. Mastery of
m Realism Explicit Essential
Educate the concepts and
teaching of subjects
competent principles of
traditional (English, sci
person. subject matter
values. ence, history,
math)
 Based on students’
interests.
Knowledge leads to Involves the
Promote growth and Teacher is a guide application of human
Progressivism Pragmatism democratic, social development. for problem-solving problems and affairs.
living. Focus on active and and scientific inquiry. Interdisciplinary
relevant learning. subject matter;
activities
and projects.
 Emphasis on
Teacher serves as social sciences
Improve and an agent of change and social
Skills and subjects
reconstruct and reform. research
needed
society. Helps students methods.
Reconstructivism Pragmatism to identify and solv
Education is for become aware of Examination of
e problems of
change and problems social,
society.
social reform. confronting economic,  and
humankind.  political
problems.
Perennialism
• Perennialism draws from both idealism and
realism.
• The perennialists believe that the “cement of
education, is the common nature of man” (Doll,
1992:29). With that focus, education should be
the same for everyone.

• Education must therefore pursue perennial

truths. These truths are absolute and universal.
Perennialism
• The stress is on significance of reason and intellectual
development.

• Curriculum is expected to contain “important” subjects taught

in their customary separate form, e.g., history as history,
geography as geography, and civics as civics, rather than
combining them and naming them “Social Studies” for
example.

• Other subjects emphasized on include literature, philosophy,

and theology because of their ability to “sharpen the mind.”
Essentialism
• Essentialism focuses on
traditional subjects, reading,
writing, and mathematics.
Classical education is one form
of essentialism.
• Essentialist’s educational aims are to develop intellectual
powers, as well as educate competent persons.

• Essential skills especially reading, writing, and arithmetic

(three Rs) and academic subjects such as English, science,
and mathematics are given priority in the education
process with an emphasis on mastery of concepts and
principles of subject-matter.

• As with perennials, the curriculum is subject-centered and

emphasized separate organized disciplines as opposed to
integrated subjects.
Progressivism
- Progressivism is one of the educational
philosophies originating from
pragmatism.
- Progressivists education seeks to promote
democratic schooling as well as social
living.
- The other major emphasis is on a child or
learner-centered curriculum.
• Progressive education curriculum emphasized five
approaches to the teaching/learning process, namely:

- teacher-pupil planning of curriculum activities,

- flexible curriculum and individualized instruction, and
- learner-centered teaching and learning methodology.
- Selection of study material in line with the expressed
interests and concerns of the learner.
- Non-formal curriculum activities and physical training
in areas like games, related hobbies, and other co-
curricular areas.
• The aim of this form of education is to provide
a learning atmosphere that allows children
maximum self-direction and to reduce teacher
domination in the teaching/learning process.

• Concerning progressivism, the emphasis is on

a child-centered curriculum, which
necessitates a flexible and broad curriculum.
There is also an emphasis on practical skills.
Reconstructionism
• Reconstructionists hold on to an
anthropological–sociological philosophy that
would put schools at the forefront of remaking
society.
• Reconstructionism evolved from a critical
perspective of the work of the progressivists
who put much emphasis on the needs of the
child, sometimes at the expense of societal
needs.
 Reconstructionism
• Reconstructionists’ educational aims are to
improve and reconstruct society as need
be, as well as education for change and
social reform.
• The critical social problems might be
national or global including such issues as
oppression, poverty, hunger, racial/ethnic
strife, war, and health issues such as
HIV/Aids.
• The reconstructionists believe that resources
are available to solve these problems and
the education profession could be the
catalyst to prepare and organize future
generations to make this possible.

• Reconstructionists use multiple teaching

materials, and they consider the inclusion of
subject matter that would be useful to serve
the central cause of the issue of concern.
Slide Title

Source: Adapted from Ornsten and Hunkins (1988)

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osophical-foundations-of-curriculum/