LESSON 3: FOUNDATIONS OF CURRICULUM.

Lesson Objectives

At the end of this Lesson, student should be able to:

1. Define major terminologies used in the foundations of the curriculum.
2. Name major foundations of the curriculum in development.
3. Discuss how the foundations of curriculum influence Kenyan decision-making
and policy on education.
4. Identify various ways in which foundations of the curriculum are used in Kenya.
5. Suggest ways and means of how to develop and utilize Kenyan’s resources in
curriculum development.
6. Identify strengths and weaknesses of Kenya’s 8:4:4 system of education in line
with the foundations of the curriculum.
 Foundations of Curriculum.
This section provides studies on the foundations of the curriculum. The cardinal principle
in the foundations of the curriculum is that in a democratic society such as Kenya,
education should develop in individual knowledge, attitudes, skills, and powers whereby
the individual would find his place in the society and be able to use the foundations to
shape both himself and the society for noble ends.

You will find in this, a statement of the aims of education with specific objectives based.
 Foundations of Curriculum.
Purpose of foundations of curriculum.
According to Bishop (1985), the main purpose of the foundations of the curriculum is to:-
 Preserve cultural Heritage.
 Control Direction and Size of Education.
 Assist in Designing Curriculum.
 Use for selecting Curriculum Aims, Goals, and Objectives.
 Use for identifying Curriculum Implementation STRATEGIES.
 Guide in the Development of Evaluation Instruments.
 Used for identifying innovation Needs.
 Used for cultivating Desired Attitudes, knowledge, and Skills.
 Used in policy and Decision making.
 Foundations of Curriculum.
Types of Foundations of Curriculum.
Philosophical Foundation of Curriculum.
 What is the philosophical foundation of the curriculum
 How does this foundation influence curriculum practice?
 In what way is the philosophical foundation of the curriculum the main curriculum
source?
 What is the meaning of the following terms as used in the philosophical foundation of
the curriculum; Realism, pragmatism, Idealism, Existentialism, Axiology, Perenniaism,
Essentialism, Progressivism, and Reconstructionism?
 Foundations of Curriculum.
The philosophical foundation of curriculum refers to the nature of man concerning his
policy to select, design and formulate objectives to develop and evaluate his objectives and
evaluate his knowledge, attitudes, and skills of man in decision-making for situational,
societal, and learning needs.

The man also derives his methods of presentation, expression, and skills to develop and
formation of desirable attitudes from the philosophical foundation of the curriculum.
Objectives of the lecture on the philosophical foundation of the curriculum are to:
 Identify major philosophies of education in ancient and modern periods.
 Discuss how the major philosophies of education influence curriculum decision-making.
 Establish the fact that philosophies of education influence the center of all educational
activities.
 Foundations of Curriculum.
Decisions are made on; communities, societies, and learners’ needs. Methods of
presentation, skills to be developed and desirable attitudes to be formed, require correct
decision-making derived from the philosophy and policy of a country. Philosophy has
entered into every sphere of decision-making about curriculum teaching. This view caters
to approaches to:
 Formation of education purpose.
 Selection of knowledge.
 Organization of knowledge, attitudes, and skills.
 Formation of basic procedures in education and curriculum.
 Selection of educational resources such as personnel, materials, and equipment.
 Identification, selection, and development of assessment instruments.
 Foundations of Curriculum.
We shall examine four major schools of philosophy, which have guided the writing,
organizing, and designing of the school curriculum. Some of these philosophies are known
by names. We shall refer to them as re-constructionism most educational practitioners have
used a combination of essentialism and progressivism in curriculum planning construction.

Pragmatism: This philosophy is sometimes referred to as experimentalism, which is based

on the Change process and relativity while idealism and realism philosophies emphasize
subject matter, disciplines, and content or ideas, pragmatism construes knowledge as
progress in which reality is constantly changing. Learning goes on as the student engages in
a variety of subjects and environments that are constantly changing.
 Foundations of Curriculum.
To a pragmatism, nothing can be viewed intelligently except a pattern.

Idealism: In considering the influence of philosophy though on curriculum, several

classification schemes are possible. The cluster of ideas as organized in idealism are those
that often evolve during curriculum development. Plato is the father of
idealism/philosophy. Idealism emphasizes moral and spiritual development reality as the
drier explanation of the world. Truth and values are seen as absolute, timeless, and
universal. The world of mind and ideas is permanent, regular, and orderly, it represents a
perfect order. The idealist educator prefers the order and pattern or subject matter
curriculum that relates ideas and concepts to each other.
 Foundations of Curriculum.
Realism: Aristotle of often linked to the development of realism, which is another school of
thought in the philosophical foundation of the curriculum. Realism views the world in
terms of objects and matter. People came to know the world through their series and reason.
Everything is derived from nature and is subject to its laws. When behavior is relational, it
conforms to the laws of nature and is governed by physical and social laws.

Like the idealist, the realist stresses a curriculum consisting of organized, separate subject
matter, content, and knowledge that classifies objectives. The realist locates the most
general and obstruct subjects at the top of the curriculum literally and gives particular and
transitory subjects a lower order of priority.
 Foundations of Curriculum.
They believe that the main aim of education is the disciplining of the mind, the
development of the ability to reason, and the pursuit of truth. Therefore, the curriculum
should emphasize grammar, rhetoric, logic, classical and modern languages, mathematics,
and the great books of the truth, which is the same today as it was then and always, shall
be. These thinkers add to the curriculum the study of the Bible and Theological writings.

Perennials can afford education, which is suitable for a small percentage of students who
possess high verbal and academic aptitude. The ideal education is not directed to immediate
needs, specialization but it is education calculated to develop the mind.
 Foundations of Curriculum.
Re-constructionism.
Re-constructionism is a philosophical school of thought that broke off from the progressive
movement because of unresolved problems of democracy when they wanted to rebuild the
social order. They see education as a powerful instrument for effecting planned social
changes in a given society. It is most likely to be favored in times of economic, political,
and technological turbulence such as has been experienced recently by the newly
independent countries of Africa.

They believe that new education can make new and better men and women therefore the
school should transmit cultural heritage. Also, the school is seen as an agent of solving
political and social problems.
 Foundations of Curriculum.
These schools of thought can be regrouped into two big schools.
a) Progressivism (Re-constructionism).
b) Traditionalism (Perenialism and Essentialism).
c) However, progressivists and traditionalists disagree on many points concerning a subject
matter which is to be included in the curriculum, such as;
- Which knowledge is most worthy?
- Should we emphasize process or information?
- Should a curriculum be fixed or flexible, constant or differentiated, practical or
liberal?

To a large extent, one’s answers to these questions depend upon one’s system of values.
 Foundations of Curriculum.
Perennials.
The school of perennials teaches subjects in their customary separate forms, history as
history, geography as geography, etc. Rather than in combination with general (social)
studies. The teachers and patrons of this school are sure that some subject is too trivial to be
included in the curriculum. Only subject matter that is alleged to be hard to learn is
admissible. They do not believe in the feelings and emotions of body movement, memory,
and thinking.
 Foundations of Curriculum.
Essentialism.
Historically, essentialism and progressivism have succeeded in commanding education in
the Western world. But essentialism is more powerful than progressivism. It was only in the
early 1950’s specifically 1957 the year of Sputnik that progressivism emerged for a short
time as the victor among the world philosophies of education. This did not last long. From
the 1970s up to now, essentialism has proven that it was not the loser but the leader.
 Foundations of Curriculum.
Progressivism.
In the late nineteenth and early twentieth centuries. Progressivism also known as
pragmatism, swept through the educational structure of America challenging the time-
honored doctrines of essentialism. This movement was led by Joh Dewey, Willian H.
Kippatrick, Hohn Childs, and George S. Counts (faculty members at Teachers Collee,
Columbia University). Boyd Bodode the progressivist maintained that it was time to
subordinate subject matter to the learner. Borrowing from time European philosophers like
Rousseau who advocated rearing a child in a relaxed environment without forcing learning,
the progressivists created the child-centered school. John Dewey formulated progressive
beliefs in a series of publications that included among others Democracy and Education,
Experiences, and Education.
 Foundations of Curriculum.
How we think and my pedagogic creed progressivists captured the attention of educators
when they insisted that the needs and interests of learners bring their bodies; needs and
interests or learners bring their bodies, emotions, and spirits to school with their minds.

Progressivists view education not as a product to be learned (E.g. facts, and motor skills)
but as a process that continues as long as one lives. To their way of thinking a child learns
best when actively absorbing presented content. If experiences in school are designed to
meet the needs and interests of individual learners, it follows that no single pattern of
subject matter can be appropriate to all learners.
 Foundations of Curriculum.
At the heart of progressivism thinking is an abiding faith in democracy. Hence the
progressivists see little place for authoritarian practices in the classroom and the school
pupils and facilitators of learning rather than expounders of the subject matter. Cooperation
is fostered in the classroom rather than competition. Individual growth in relation to one’s
ability is considered more important than growth in comparison to others.

Diagram 1 Ancient Education Philosophers.

Foundations of Curriculum.
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Diagram 2 Modern Education Philosophers.
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A concern for the many unresolved problems of democracy led to a split in the progressive
movement with a group calling itself, “Re-constructionists” advocating that schools
become the instrument for building a new social order.

It has been mentioned that the perennials consider truth to be absolute, enduring, and found
in the wisdom of the past; the essentialist regards truth as relative, changing, and in many
cases as yet to be discovered. Education for the pragmatist is continuing search for the truth
utilizing whatever sources are needed to discover that truth.
 Foundations of Curriculum.
Historical Foundation of Curriculum.
This topic deals with past events, which have led to present trends in education. By
analyzing past periods of curriculum, it is possible to view and review the needed
curriculum in terms of current and future education needs.

In this topic, the historical foundation is addressed from the Republic of Kenya’s
perspective. What contributions has a foundation based on to our education systems and
practices? Sources of this contribution are listed:
 Foreign influence, especially in communication.
 Contradictions between foreign and traditional ideology in education.
 Greeks’ classical period on Kenya’s curriculum subjects.
 Foundations of Curriculum.
 The reformation period, especially Martin Luther.
 Age of reason, known as the scientific world.
 Return to nature as a way of reconstruction in the modern history of the curriculum.
 Kenya’s progress in the curriculum during pre and post-independence.

History repeats itself, you will find interesting views, which have come from far in man’s
thirst for knowledge to where you are as a student of this day.
 Foundations of Curriculum.
The historical foundation of curriculum raises some persisting questions in education such
as;
 How have foreigners (Europeans, Americans, and Asians) influenced Kenyan education
in theory and practice?
 How has Kenya emerged between traditional and foreign curricula in her education
system?
 What do we mean by the phrase; Under development through a curriculum concept?
 Which traditional forms of education have persisted in Kenya's curriculum despite
modern forms?
 Is there a relevant curriculum in Kenya’s system of education? If yes, what is it if none,
why not?
 Foundations of Curriculum.
In consideration of African Traditional curriculum such forms of content were addressed.
 Rituals and culture patterns.
 Discipline and behavior norms.
 Leadership training and the potentials of leaders.
 Selection and practice of desirable attitudes.
 Doctrinal and non-doctrinal forms of religion.
 Entertainment concept and the theory of survival skills.
 Reliance on group force for unity and collective bargaining.
 Foundations of Curriculum.
To bring Africa where we are, foreign influence has meandered into African society both
directly and indirectly, by periods. These are;
 Ancient Times; address individual nature (Indians), moral value (Chinnes), practical
knowledge and civilization of man (Egyptians), and livelihood as an aspect of self-reliance.
 Classical period; belonged to the Greeks and passed on knowledge; self – improvement,
education as a continuous process, emphasis on practical experience, national unity
concept, the introduction of mathematics and science, Liberal arts education which people
like; Socrates, Plato, Aristotle, Rousseau, and Pythagoras pioneered in knowledge areas.
 Architecture, design, sports, music leisure, and laws are also subjects of this period.
Worth wisdom service and symposia also appeared.
 Foundations of Curriculum.
 Roman Empire period; the roman colonized the Greeks. Greek contributions, a formal
school system, a language for sciences (Latin), literature, and humanities were introduced
in education. Christianity, the recognition, the recognition of wisdom, home improvement
generosity, and other values of mankind were set up.

Education was home school and community–centered and self–control led by all was
emphasized in this period of the Roman Empire.
 Foundations of Curriculum.
Christian period; During the Roman period two religious forces emerged Jews and Arabs.
 Christianity which introduced the Bible and catechism for spiritual education,
Christianity also paid tribute to the teaching of Jesus Christ and emphasized; moral
behavior, ethical God, teacher-based instruction, discipleship, the concept of church,
doctrine ship, and informal theories of education. Medical doctors and the spread of
Christianity were the main contributions.
 Islamic Period; Arabs mainly based in Egypt introduced the Islamic religion,
mathematics (algebra) science (Chemistry and Medicine). This period also brought in the
Arabic language, the science of astronomy, and business. Architecture (Urban planning)
was introduced. Morality and behavior were emphasized. Mohamed as a counterpart of
Jesus Christ disappeared in Mecca.
 Foundations of Curriculum.
Arabs Moslem University in Cairo (Al-Ashar) is evidence of the Moslem contribution to
education.
 Martin Luther and Ignatius of Loyola Reformation introduced the idea of a constitution,
sacred scriptures, uniform instruction, and student teaching practice.
 Age of Reason; popularly known as the scientific world saw the introduction of the solar
system. (Nicholas Copernicus). Sir Francis Bacon introduced scientific methods. Authority
of the church, analytic methods, the four introduced the idea of physic based Sir Isaac
Newton introduced the idea of physics based on gravitational theory. Amos Comenius
introduced the idea of child development and natural methods of teaching (Experience-
centered design).
 Foundations of Curriculum.
 Return to nature introduced a child’s stages of development (Piaget Studies) free play
with objectives, especially the cognitive stages of human development.
o Infancy (up to 5 years).
o Childhood (From 5-12 years).
o Youth (from12 – 15 years).
o Maturity (From 15 -20 years).
 Foundations of Curriculum.
Some outstanding scholars emerged and addressed the following areas of education;
 Society needs, child-centered education order of nature, the doctrine of unity, and
Fredrick Froebel introduced a sense of perception. He also addressed the concept of
cooperation, manual training, and kindergarten education.
 Immanuel Kent introduced the virtues of man to include; obedience, goodness, and
justice. Johan Pestalozzi introduced physical laws of nature while Montessori introduced
the idea of individual instruction, special education for mentally retarded children, and
sensory training.
 John Loske (1959 – 1952), A British Educationist founded the idea of studying the role
of school, society, and community. He introduced the study of individual differences in
instruction, and democratization. Occupational education, moral education, and the art of
teaching as a profession.
 Foundations of Curriculum.
 The reflection of these historical events moved into Africa and thereafter to East Africa
and then to Kenya. For curriculum development purposes, the lessons on the historical
foundation for the curriculum are numerous.
 Pre-colonial discoveries (Christopher Columbus) witnessed the reduction, which split
religion into protestant and Catholic.
 Events that lead to castle school abilities of the slave trade, the coming of Christian
missionaries with missionary education training in basic skills the curriculum of 3 R’s
(arithmetic, writing, and reading, hospitals, and the Christian secretariat.)
 Foundations of Curriculum.
Diagram 3 Events in Kenya.
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Diagram 3 Events in Kenya.
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Diagram 3 Events in Kenya.
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Diagram 3 Events in Kenya.
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Many other events took place, but those listed are a cross-section of curriculum progression
in Kenya.
Issues for awareness in Kenya’s history of education are;
 Medium of instruction, the national language, official business language, sustainable
economy for survival, multi-partyism and change process, emphasis quality or quantity of
education products, search for relevant curriculum and literacy and reading culture.
 In the colonial period especially for Kenya and other parts of Africa, Europeans moved
in and shared Africa (Scramble for Africa). You can read Nyerere’s book “Education for
Self-reliance 1967’. Education development programs were undertaken.
 Missionary converted Africans to Christianity.
 World wars brought in the need for money, medicines, and literacy.
 Foundations of Curriculum.
 The British finally colonized Kenya. Missionaries served both Africans and Europeans
when schools emerged especially after the Phelps-Stoke commission (1924). The
educational institutions followed; alliance (1925), Kabaa, and Yala (1939). Kagumo
Teachers College (1944) Siriba, college Maseno Unversity) (1948). Education has reached
university status in Kenya. (Education Commission in Kenya).
 Education in Africa moved from colonial to independent perspectives. Missionaries,
colonial governments, and world wars introduced; literacy, money, and medicines to
religious sects.
 Foundations of Curriculum.
Psychological Foundation of Curriculum.
This unit focuses on:
Definition of terms: Behaviorism, Cognitive Development, and Gestalt Theory as learning
theories. Study how the various steps of psychology are solving, teaching, and learning in
learning how to use the term ‘Creativity’ and explain the concepts of creative thinking.
What constitutes humanistic learning in Kenya`s Schools?

Psychology has a significant impact on the curriculum. It focuses on learning and teaching
theories through three major theories:
 Behavioral.
 Cognitive.
 Humanistic.
 Foundations of Curriculum.
Behavioral psychology is the oldest theory of learning. It is illustrated by such teaching-
learning trends as:
 Micro-Teaching.
 Instruction Training Models.
 Individual learning.
 Direct instruction.
 Mastery learning.
 Foundations of Curriculum.
Most learning theories today are cognition-oriented (intellectual). Piaget’s stages of
cognitive development show stages of human development. They are:
 Sensory Motor (0-2 years).
 Pre0oprational (2-7 years).
 Concrete (7-12 years).
 Formal (over 12 years).

The humanistic approach to curriculum is the most recent learning theory. It emphasizes
that curriculum be based on society’s needs. This approach includes:
 Formation of desirable attitudes.
 Development of Human feelings.
 Foundations of Curriculum.
 Self Actualization.
 Freedom to learn.
 Value classification.

You should note that the behaviorist component is needed for planning and developing the
curriculum. Cognitive component is for development of the intellect through subject
content and humanist is for instruction. Each theory of learning is incomplete by itself; the
three theories should be interdependent. In behaviorist class, Cogne’ identified these levels
of learning:
 Signal (stimulus).
 Motor chains (Linkages).
 Multi-Discrimination (Different responses).
 Foundations of Curriculum.
 Concepts (Abstract Reactions).
 Rules (Chain Family Relationship).
 Problem-Solving (Use of Rules).

Other theories of learning and teaching include:

 Maslow’s on Human Needs.
 Rogers on the freedom to learn.
 Guilford on the structure of intellect.
 Dewey on Reflective thinking.
 Brunner on Structure of Subject and Inquiry/Discovery Methods.
 Gestalt Theory on Shape, Form, and Configuration (Stimulus Vs Response).
 Foundations of Curriculum.
You should note the influence of psychology on curriculum resources, teaching strategies,
designs and stages of human development.

Sociological Foundation of Curriculum.

This unit addresses the following areas:
Application f the terms: Curriculum, Education, Schooling and Moral Development
 How do you describe the rate and direction of change in a social setting?
 What knowledge is most worthwhile for students of your level? Why?
 How do curriculum developers organize knowledge?
 What type of knowledge should students learn to better cope with the future?
 In what ways can schools and society change the focus or priorities of education in
Kenya?
 Foundations of Curriculum.
 Explain in detail how you use the sociological foundation of the curriculum in selecting
curriculum content.

Social forces have always had a major influence on schools and in terms of curriculum
decisions. Some of these forces originate from society and others from the local
community. Educators are faced with a choice:
 To accept and mirror and tendencies of times or.
 To appraise and improve the times.

The first view represents a permanent notion of education while the second view represents
a reconstructionist notion, which is the way of viewing the choice in terms of tradition
against the way of looking at schools.
 Foundations of Curriculum.
The latter (futuristic) suggests that the educator can analyze and evaluate the trends lacking
shape in the society. In doing so, they can decide on appropriate aims of curricula and can
therefore prepare students for the world of tomorrow by providing them with the type of
knowledge, attitudes, and skills needed for making wise decisions.

Curriculum workers who merely participate in curriculum decisions play a major role in
accomplishing the nationally stated, goals and objectives in curriculum content and
process. The sociological foundation of curriculum considers curriculum areas such as:
 Home, school, and society for corporate curriculum development.
 Individual socialization is one of man’s human rights practices.
 The social implication of knowledge change for change changes the changeless.
 Aims of education as man’s right and his nature of knowledge, attitudes and skills.
 Foundations of Curriculum.
 Various reform strategies in education planning and practice.
 Political reforms as a means of fulfilling social change and adjustment.

Special considerations for the sociological foundation of the curriculum are:

 Society and modal personality in those members of society have a lot in common.
 Gender roles and differences.
 Special sex roles.
 Patrolocalism and Matrocalism roles.
 Gender parity and sensitivity.
 Opportunity criteria.
 Staffing criteria.
 Gender sensitivity.
 Foundations of Curriculum.
Another special consideration in the sociological foundation of the curriculum is the
Human Task Needs, according to Robert Havighurst, with six periods of human
development:
 Infancy and Early Childhood.
 Middle Childhood.
 Adolescence.
 Early Adulthood.
 Middle Age.
 Late Maturity.
 Foundations of Curriculum.
There are moral development norms attached to these human task needs:
 Culture.
 Language.
 Politics.
 Religion.
 Interests.
 Standards.
 Foundations of Curriculum.
Phoenix called these needs, moral traditions for curriculum. He calls for a changing and
continuing curriculum to cater for:
 Human Rights.
 Sex and Family Relation Code.
 Social Relationship Within Society.
 Property Rights and Succession.
 Politics and Matters of Justice and Power.
 Change and the curriculum.
 Society as a Change Agent.
 Rate and Direction of Change.
 Education for Diversity (Variety).
 Foundations of Curriculum.
 Knowledge as a source of change (worth).
 New Core-Curriculum (Knowledge and Future Learning).

Main features in the sociological foundation of the curriculum center on:

 Schools and Society.
 Individual; Socialization.
 Social Implications of Knowledge Change.
 Aims of Education.
 Various Reform Strategies.
 Political Reforms.
 Foundations of Curriculum.
Education is a sharp instrument in dealing with the sociological foundation of curriculum:
 Constructive or Destructive Ends.
 Promotion of Human Institutions.
 The type of Society Depends on the Type of Education.
 Transmission of Culture (Education System).
 Values.
 Beliefs.
 Norms.

Dewey says that Education is the means of perpetuating and improving society through the
organizing of experiences of learners through environmental and cultural influences.
 Foundations of Curriculum.
The cultural roots of the curriculum also are important for considering in the context of the
curriculum. Experience shows that curriculum is interwoven with the social fabric that
sustains it. Every society distinguishes between the curriculums of:
 Common Education.
 Universal Elements of Culture.
 The curriculum of Special Education.

These phases of the curriculum are coupled with the requirements of social special groups
within the society. When a society passes from a class system, special education for the
upper classes in the phase tends to persist in the later phase, under the guise of common
education.
 Foundations of Curriculum.
The three aspects of the cultural roots of the curriculum are:
 Common education is based on cultural universals.
 Special Education related to the specialties of the culture.
 Class Education against common education.
Which policy does Kenyan society opt for in the context of the curriculum? How is this
done?

Consideration in Social Context:

Society and Modal Personality (According to Ruth Benedict).
No culture yet observed has been able to eradicate the differences in temperature of the
persons who composed it.
 Foundations of Curriculum.
However, members of a society have much in common.
 Sex Roles and Sex Differences.
 Specialized Sex Roles.
 Patrolocalism.
 Matrolocalism.
 Gender issue.
 Staffing Criteria.
 Gender Sensitivity.
 Foundations of Curriculum.
Human Tasks Needs: Robert Havighurst identified six periods in human development:
 Infancy and Early Childhood.
 Middle Childhood.
 Adolescence.
 Early Adulthood.
 Middle Age.
 Late Maturity.
 Needs assessment to fit each period.
 Foundations of Curriculum.
Moral Development and Sharing of Common Norms:
 Culture.
 Language.
 Politics.
 Religion.
 Interest.
 Standards.
 Foundations of Curriculum.
Kohlberg outlines six developmental types of moral judgments grouped into three moral
levels or stages corresponding to Piaget’s cognitive stages of development:
 Pre-conventional Level:
 Children do as they are told because they fear punishment.
 Children who realize that certain actions bring rewards.

Conventional Level.
 Children who seek their parent’s approval by being nice.
 Children who view morality in terms of individual principles of conscience.
 Foundations of Curriculum.
Extentialist educators view morality as something beyond cognitive processes.
Phenix outlines five basic moral traditions that encompass society:
 Human Rights.
 Sex and family relations codes.
 Social relationship with society.
 Economic matters- Property and Distribution of Goods and Services.
 Political Matters Dealing with Justice and Power.
 Foundations of Curriculum.
Change and the Curriculum:
 Society as a source of change.
 Rate and Direction of Change.
 School as a source of change.
 Education for diversity (variety).
 Knowledge as a source of change (worth).

New Core-Curriculum (Knowledge and Future Learning):

 Knowledge should comprise basic tools.
 Knowledge should facilitate how to learn.
 Knowledge should be applicable to the real world.
 Foundations of Curriculum.
Knowledge should apply to the real world:
 Knowledge should improve the learners’.
 Self-concept.
 Awareness skills.
 Sense of personal integrity.

Knowledge should comprise many forms and methods:

 Knowledge should prepare individuals for the world of work.
 Knowledge prepares individuals for the world of bureaucracy.
 Knowledge should permit the individual to retrieve information.
 Knowledge acquisition should be a lifelong process.
 Knowledge should be taught in a context with values.
 Foundations of Curriculum.
Professional Foundation of Curriculum.
Focus: This unit focuses on:
 Professional Role Models.
 Role of Professionals.
 Characteristics of professionals.
 Teaching authority.
 Teaching Profession and Efficiency.
 Teacher as a researcher.
 Roles of a teacher.
 Methods and learning.
 Some selected methods of teaching.
 Foundations of Curriculum.
This unit addresses various ways in ways in which curriculum products are marketed
through role models, characterization, tri-partition, and sports checks on research, teaching,
and publication. Professionals are skilled specialized experts in particular areas of
curriculum subjects’ content: languages, humanities, sciences, technology, and
mathematics.

Professionals normally:
Teach, research, and publish materials through workshops, symposia, seminars,
conferences, projects, exchange programs, excursions, etc. Professionals also interpret
curriculum through design, development, implementation, evaluation, and innovation. They
use curriculum documents such as syllabi, circulars, legal acts, reports, journals, textbooks,
minutes, Hansards, commission reports, schemes of work, and archives among others.
 Foundations of Curriculum.
Characteristics of Professionals include Productive personality, critical attitude,
measurable responsibility, accountability, transparency and development conscience. In all,
a professional must be a balanced, mature, and upright person. Such a person reads widely
and wisely. The person is mindful of others’ needs and maintains a guiding personality to
develop others for solving and not creating problems.

The Teacher as Authority in the Profession: Every time a teacher steps into a classroom
to teach, they are putting themselves on the ‘firing line’ and students either shoot at them
down or claim them. Students continually asses their teachers informally and the amount of
confidence in the subjects they teach. Students rate very highly their teachers who ‘know
their stuff’.
 Foundations of Curriculum.
Studies have shown that in some cases, teachers fail to perform efficiently because of the
following reasons:
 Lack of adequate preparation.
 Poor delivery techniques.
 Pitching the lesson above or below the academic level of the students.
 Insensitivity to the expectation of the students.
 Un-called for arrogance in the teacher’s personal qualities as a role model.
 Failure to adhere to professional ethics.
 Lack of research experience and interest.
 Foundations of Curriculum.
In many instances, the ultimate goal of carrying-out research is to publish learned
documents. Being published constitutes a vital criterion for promotion. Three indicators of
a professional teacher by efficiency are linked to research, publication, and promotion.
A professional Teacher is a Consultant.
Many members of the public and scholars look upon a professional teacher to::
• Give public lessons on academic topics.
• Chair functions organized in the community.
• Carry out research on relevant issues.
• Participate in politics.
• Act as role models.
• Assist with extension work.
 Foundations of Curriculum.
Roles of a teacher.
Whether teachers are experienced or not, there is general agreement that using the right
methods to teach is important because teaching forms a significant part of the noble
profession, so quality learning depends on the effectiveness of the approach used. Teaching
has become complex due to variables and constraints involved in the education options.

In teaching and learning situations, the following areas receive unchallenged attention:
 Teaching environment.
 Protracted teaching methods.
 Objectives of learning.
 Group size and anatomy of students.
 Teachers’ likes and dislikes in the teaching area.
 Foundations of Curriculum.
A list of some commonly used Methods of Teaching follows:
 Lecture.
 Laboratory work.
 Tutorial.
 Project.
 Case study.
 Problem-solving in groups.
 Simulation.
 Excursions.
 Foundations of Curriculum.
It is important to note that the degree of student anatomy in learning is increasingly
featured in the selection of teaching methods. The full text of methodologies of teaching
and learning is left to the Curriculum Implementation section of this module.
 Tasks/ Activity

Activities Watch videos on these links:

https://youtu.be/sGSu2xUMRhQ.

Individual 1. Identify areas in which philosophy about school purposes is based on

task/group five criteria for selecting educational purposes.
tasks 2. Identify some of the beliefs concerning values that are held by educators
who belong to the school of perenialists.
3. Identify some of the beliefs concerning values that are held by educators
who belong to the school of reconstructionists.
 We have come to the end of this lesson.
Ensure you have done all the activities and assessments provided
before proceeding to the next lesson.
See you in the next lesson.