Question no: 1

Write a comprehensive definition of curriculum. Critically analyze the primary level curriculum
development process in Pakistan.

Answer no: 1

Curriculum: Here is some definitions of curriculum;

 The term curriculum is derived from a Latin word Currere which means a race course or a
runway on which one runs to reach a goal.
 Curriculum can refer to the total structure of ideas and activities, develop, by an educational
institution to meet the needs of students and to achieve desired educational aims.
 Curriculum as all the experiences a pupil has under the guidance of the school.
 Curriculum embodies all the experiences which are offered to learners under the auspices or
direction of the school.
 Curriculum is a structured set of learning outcomes or task that educators usually call goals and
objectives.
 An organized set of formal education and /or training intentions.
 It is commonly defined as a plan of study.
 Curriculum is all planned learning for which the school is responsible.
 Curriculum is a content.
 Curriculum is a sequence of the courses.
 The subjects comprising a course of study in a school or college.

Primary level curriculum development in Pakistan:

Curriculum development is ideally an ongoing assessment, design and which
had been designed to produce literate manpower to assist to colonial masters at low level of
government and economic administrations. Education was meant only for the privileged few who were
supposed to govern the masses rather than to serve them. In order to produce an efficient class of
administration generalists, the main stress was on arts. Scientific and professional education was
limited. At the time of independence Pakistan’s 90% of population was illiterate. As curriculum revision
in Pakistan is attempted adhoc basis and is never based on adequate research, experimentation and
formative evaluation, the discussion about the failure or success of curriculum implementation will be
based on theoretical framework. The first Educational Conference in Karachi held in November 1947,
produced a number of recommendations designed to make the educational system strong and relevant
to the country needs and aspirations. This included making Urdu the official language, curriculum
revision, diversification of courses, compulsory religious instruction and development of administrative
machinery. But little of this ambitious blue print was actually accomplished because of the prevailing
socio-political and economic conditions.

Types of curriculum operating in schools:

 Learned curriculum refers to the learning outcomes achieved by the students.

 Learning outcomes are indicated by the results of the tests and changes in the behavior which
can be either affective, cognitive or the psychomotor.
  In order to have a successful teaching there must be materials which should support of help in
the implementation of a written curriculum.
 Support curriculum includes material resources such as textbooks, computers, laboratory
equipment, playgrounds and other facilities.
 Support curriculum enables each learner to achieve real and lifelong learning.
 The different planned activities which are put into action in the classroom compose the taught
curriculum.
 Taught curriculum are varied activities that are implemented in order to arrive at the objectives
or the purposes of the written curriculum.
 It varied according to the learning styles of the students and the teaching styles of the teacher.
 Written curriculum includes documents, course of the study most written curriculum is made by
the curriculum experts with the participation of the teachers. An example of this is the Basic
Education Curriculum (BEC) and the written lesson plan of each classroom teacher made up of
objectives and planned activities of the teacher.

Curriculum bodies at primary level;

In Punjab; Punjab Curriculum authority is responsible to develop curriculum for Punjab province.

In Sindh; Bureau of curriculum and extension wing is responsible for develop curriculum for Sindh
province.

In KPK; Directorate of curriculum and teacher education is responsible for develop curriculum for Khyber
Pakhtunkhwa province.

In Baluchistan; No curriculum body is in process.

Responsibilities:

Ministry of education (Curriculum Development Body)is responsible in the making of;

1. Curriculum
2. Syllabus
3. Planning
4. Policy
5. Development of educational standards.

Curriculum needs:

 Curriculum needs for achievement of educational aims.

 For fixing limits.
 Its need for development of character.
 Its need for development of personality.
 Criteria of suitable teacher.

Factors affecting curriculum development in Pakistan at primary level;

As for as desirable outcomes we have not been successful to achieve thus the implementation of
curriculum design in Pakistan seems to be a failure.
  Teachers are reluctant to accept the change.
 There is also lack of the teaching materials.
 There is lack of sequence and also facing the economic issues.
 Lack of commitment of national philosophy.
 Primary level of curriculum is more urbanized.
 Lack of in-service training and also inadequate evaluation.
 The curriculum is just a textbook or lists of topics from which a student is to be taught.
 The syllabus is the curriculum once the syllabus has been completed, the teacher’s work is
largely finished.
 The curriculum is exactly what the teacher teaches and expects students to learn.
 The curriculum tells teachers what to teach, how to teach it, and what types of exercises to
assign to their students.

Process of Curriculum Development:

The process of curriculum development which is generally followed in Pakistan, with slight variations,
may be described to consist of the following stages;

1: Determining the aims and goals of education: The first step in the process of curriculum
development pertains to determining the aims and goals of education. Guidance to the curriculum
developers is provided in this respect by the prevalent education policy, Cabinet decision or some other
policy statement by the President, Prime minister or the Federal Minister for education.

2: Formulation of various committees by the Curriculum Wing: In pursuance of the policy statement or
policy guidelines, the curriculum wing of the Ministry of Education appoints two types of Committees at
the national level viz.

o National Committee on Secondary education and Primary education each

o Subject Committee at primary and secondary levels separately.

These committees which include teachers, subject specialists and administrators further delineate aims
of education for subsequent input. The Curriculum Wing along with constituting the above mention
committees also communicate the aims and goals of education and other policy guidelines to the
Curriculum research and Development centers at the provincial level for appropriate action in respect of
curriculum development.

3: Proposals by the CRDC’s and Curriculum Bureaus: the Curriculum Research and Development centers
and the Bureaus of curriculum functioning at the provincial levels take appropriate initiative and finalize
their proposals keeping in view the overall aims of education, local situation and their research
experiences etc and send the same to the National committee on primary education as the case may be
for further processing.

4: Processing in the National Committees: having received the curricular proposals from the provincial
CRDC’S and BC’s the relevant committee i.e. either the primary level committee ascertains their
suitability in the light of overall aims of education and then with its recommendations and observations,
sends the curricular proposals to the relevant subject committee. The relevant subject committee
considers the whole package and send it back to the primary level committee at the national level from
whom it had received; the primary level committee functioning at the national level reconsiders the
original proposals and the subsequent recommendations and acord final approval of the curriculum.

Question no: 2
Identify the recommendations regracurriculum reforms contained in all educational policies and
highlight the main differences.

Answer no: 2

Various educational policies:

From 1970 onwards many governments formulated Education policies and took steps to implement
them effectively. In these policies there were clear directions for Curriculum. The following education
policies were announced under which curriculum were also reformulated.

New education policy, 1970

New education policy was formulated in March, 1970. With the following basic concepts inspiring the
guidelines and the goals of education development;

1. The character of education in the preservation and inclusion of Islamic values as an instruments
of national unity and progress.
2. Reorientation of educational programs laying more emphasis on scientific, vocational education.
3. Role of education as a tool of social change and development and as the creation of
opportunities of education.
4. Decentralization of educational administration to ensure academic independence and
administrative and financial autonomy required for healthy and effective growth of educational
institution particularly at the higher stage.
5. The paramount importance of quality in education and the essential role of the teachers in the
enhancement of educational quality.

Curriculum:

It was recommended to set up curriculum committees at appropriate level to design curricula suited to
the needs of each stage of education. Curriculum development, however, should be viewed as an
integrated and continuous process. It was therefore, recommended that each province should have a
permanent bureau of curriculum development for supporting activities of the various agencies
concerned with curriculum development e.g. teacher training institution, textbook board and the
secondary education boards. The ministry of education was expected to continue to coordinate the
formulation of national policies in curriculum development and preparation of text books and other
learning materials. The policy laid down some principles for the development of curriculum for
elementary and secondary schools.

Elementary Curriculum:

The curriculum should be inspired by Pakistan’s national objectives. The curriculum of elementary
school should be redesigned around basic linguistic and numerical skills and manual and production
work to suit the practical needs of everyday life. The aversion to manual work should be countered by
relating the curriculum to the social and the physical environments of the children which will make
elementary education more responsive to the needs of society. With a view to developing the children’s
analytical and problem solving skills, teaching of science should be introduced at the elementary stage in
the form of the study of environment and the nature.

Secondary school curriculum:

The policy recommended that the curriculum at the secondary stage should be redesigned with
particular emphasis on science and the technical subjects and manual arts. A large number of students
should be diverted to technical, agriculture and industrial streams designed to prepare them for
absorption in the economic life of the country. As the regime which floated the ideas of new education
policy was short-lived, the recommendations could not be carried out but they prepared the ground for
the next education policy.

National education policy 1978:

Some of the objectives of this policy were;

1. To foster in the heart and mind of the people of Pakistan in general and the students in
particular a deep and abiding loyalty to Islam and Pakistan and a living consciousness of their
spiritual ad ideological identity thereby strengthening unity of the outlook of the people of
Pakistan on the basis of justice and fair play.
2. To create awareness in every student that he is the member of Pakistani nation also a part of
the universal Muslim Ummah and that it is expected of him to make contribution towards the
welfare of fellow Muslims inhabiting the globe on the one hand and to help spread the message
of Islam throughout the world on the other.
3. To produce citizens who are fully conversant with the Pakistan movement, its ideological
foundations, history and culture so that they feel proud of their heritage and display firm faith in
the future of the country as an Islamic state.
4. To promote scientific, vocational and technological education training and research in the
country and to use this knowledge for socioeconomic growth and development thereby
ensuring a self-reliant and the secure future for the nation.
5. To develop and inculcate in accordance with the Quran and Sunnah the character, conduct and
motivation expected of a true Muslim.

Education policy 1972 – 1980;

This policy 1972 to 1980 was introduced with the objectives of;

1. Ensuring the preservation, promotion and practice of the basic ideology of Pakistan and making
it a code of individual life.
2. Building up and maturing the total personality of the individual dynamic, creative and capable of
facing the truth as it emerges from the objective study of reality. An individual who should be
able to comprehend fully the nature of technical and social change and having deep concern for
the improvement of society.
 3. Building up national cohesion by promoting social and cultural harmony compatible with our
basic ideology through the conscious use of the educational process.
4. Providing a comprehensive program of studies through the integration of general and technical
education and by keeping option open to transfer from one course of study to another.

Curriculum development:

The relevant decisions in the education policy relating to curriculum development and the revision were
as follows;

1. Designing curriculum relevant to the nation’s changing social and economic needs compatible
with our basic ideology and providing a massive shift from general education to more purposeful
agro technical education.
2. Curricula, syllabus and the textbooks will be revised to eliminate over loading to emphasize
learning of concepts and skills and to encourage observation, experimentation, creative
expression and practical work.
3. The system of elementary education will be so designed that the knowledge and the skills
imparted, attitudes formed and the learning methods employed will ensure that those
proceeding to secondary education can be usefully absorbed into the economy of the local
community. For those leaving school after class eight special course of training in the skills of
their vocational interests will be provided in the school workshop. It is essential that children
who dropout after class eighth should carry with them enough skills to return to their local or
ancestral vocation as better farmers or craftsmen.
4. Education will be introduced as an elective subject for matriculation intermediate at and the
degree levels.
5. The integration of general and technical education will equip secondary and college students for
gainful employment.

Recommendations regarding curriculum:

1. The entire curricula and textbooks will be reviewed ensure that adequate content on Islam and
the Islamic ideology is included that due coverage is given to instructional materials aimed at the
promotion of national cohesion and integration.
2. Textbooks of all the levels will also he revised to ensure that Islamic ideology is protected and
high academic standards are maintained
3. In order to avoid overlapping and overloading, integrated textbooks and curricula will be
introduced.
4. At the primary level more weighing will be given to the creative activities and the practical work
so that children could gain desired attitudes and the skills.
5. The textbooks board will be reorganized to improve their efficiency.
6. Effective link will be established between the National book foundation and the Textbook
boards.
Question no: 3
Select any subject from the curriculum of ADE program of AIOU and identify the different foundations of
the curriculum from it. Also, highlight the focused foundation that is reflected at this level of the
curriculum with examples.

Answer no: 3

Psychological foundation:
Definition of psychology; the word psychology is derived from two Greek words psyche which means
soul and logos means study so psychology is the scientific study of human behavior.

It includes the study of both human and animals.

Psychology looks at topics like childhood development and parenting, causes of mental disorders, sports
and exercise etc.

Role of psychology in curriculum development:

1. Psychology explain and also predict human behavior.

2. Psychology gives us an insight into the child’s development and learning.
3. It provides various techniques of inquiry for use in the curriculum area.
4. The contribution of psychological basis to curriculum is important and is growing.
5. The scope for applying its concepts, principles and values to curriculum development is
gradually increasing.

Psychological Sources:
The study of psychology does not provide a source of contents a school curriculum other than a few
subjects on psychological studies. These are the psychological sources that the curriculum developers
can employ.

1. Educational objectives.
2. Student characteristics.
3. Learning process.
4. Teaching methods.
5. Evaluation procedures.

Educational objectives.

Knowledge of the psychology of learning helps the curriculum developers to devise and phrase
appropriate goals and objectives. The curriculum developers can determine whether goals and
objectives are suitable for various developmental levels and ages of learners and that whether they are
attainable or not. The formulation of curriculum goals and objectives has profound influence upon the
selection of contents for the curriculum.

Learner characteristics.
 An understanding of the nature of learners particularly of individual differences and personalities will
assist the curriculum developers to make more choices in curriculum decision making. The study of
personality can tell us the different personalities respond to learning experiences in different ways,
indeed this is something the experienced teacher has long known and some teachers have endeavored
to accommodate these differences within their classrooms. An understanding of individual differences is
most useful to the curriculum developers. An effective curriculum is able to accommodate differences in
student skills and abilities.

Learning processes.

The greatest contribution that psychology makes to curriculum is an understanding of how people
learn. The curriculum developers, who have a sound grasp of learning and learning theory are in a
commanding position to devise an appropriate curriculum for learners. An understanding of learning is
essential to the effective selection of appropriate learning strategies. Whether or not one, support a
theory of operant conditioning such as that B.F Skinner, some forms of Gestalt theory. Jean Piaget’s
approach to growth and development, or some other form of explaining how learning occurs, the final
outcome speaks how curriculum is shaped. One of the difficulties encountered by curriculum developers
is the vast array of the theories, paradigms that support to explain the process of learning.

Teaching methods.

Psychology makes a significant contribution to both the selection of learning experiences and the way
teaching is conducted in the classroom. In the school curriculum an understanding of psychology is
important to the curriculum developers in revising appropriate learning experiences and conditions for
learning. In selecting learning experiences, the curriculum developers should take an account of;

1. Learning theories
2. Individual differences among students
3. Motivational strategies
4. Personality
5. Affective development
6. Cognitive development
7. Teaching styles
8. Group dynamics
9. Teaching methodology
10. Learning styles

This list of psychological factors suggest that, the curriculum developers can make substantial use of
psychological sources while selecting the learning/ teaching experiences.

Evaluation procedures.

Psychology can also provide curriculum developers with directions for undertaking the evaluation of
students and teachers performance. Educational psychologist have developed a vast array of techniques
for measuring the degree of the students learning, student’s attitude towards learning and teaching and
so forth, as well as the extent of teacher’s effectiveness.

Educational psychologists as well as others have been concerned with such evaluation issues are;
 1. Norm referenced assessment or criterion referenced assessment.
2. The role of the formative evaluation.
3. Appropriate instruments to measure student’s performance.
4. Determination of teacher’s effectiveness.

These aspects of psychology indicate the range of influence that psychology has upon the development
of curriculum. The relationship between psychological foundations and the curriculum are given below;

1. Curriculum to be child centered, must take into account the psychological make up the
learners. Nervous system has a great bearing on the curriculum development for different age
groups.
2. Learning experiences should be provided according to the mental development of the learner.
3. The effectiveness of the curriculum depends on the interests of the learners. So the curriculum
planning must take into account the interests of the learner.

Human growth and development are very important elements in the curriculum development. School
curriculum on the whole should aim at enabling the learners to acquire knowledge, develop concepts
and inculcate skills, attitudes, values and habits conductive to the all round development of their
personality and commensurate with the social, cultural, economic and environmental realities at
national and international levels.

Question no: 4
Evaluate the following stages in the process of curriculum development with examples.

a) Taxonomies of educational objectives.

b) Selection of content and curriculum foundation.
c) Selection of methods and level of education.
d) Curriculum planning.

Answer no: 4

Taxonomies of educational objectives.

The taxonomy serves several purposes. They help in specifying aims and goals in clearer terms.
Taxonomies also serve as tools in test construction and evaluation, and enlighten teachers and
curriculum planers on several possible categories of objectives for different courses, lessons or tests.
They can also be helpful in the analysis of tests and examinations and can aid teachers and learners to
focus their attention on the relative emphasis they have placed on different levels of objectives. There
are three domains lets discuss them;

 The cognitive domain:

Bloom and associates developed this taxonomy which includes six levels or categories of
objectives ranging from simple to complex cognitive processes. These are as follows;

1. Knowledge: This is the lowest category of objective in cognitive domain which dealing with
remembering facts and information. It treats knowledge as product. For example; to describe
the battle of Badr.
2. Comprehension: This is more complex than first. It involves interpretation of what was
memorized in the mind. Corresponding pupil behaviors include predicting, summarizing,
explaining etc. for example; to illustrate the concept of JEHAD with reference to Muslim
conquest in early days of Islam.
3. Application: This is the ability to solve new problems using previously learned concepts.
Example; to apply two concepts of civil liberties by stating how they are involved in recent
action taken by court to protect the rights of minorities group.
4. Analysis: This refers to breaking up the whole into its different components. It is a process of
reasoning in its highest form. Corresponding pupil behaviors include discrimination, analyzing.
For example; to analyze the components of cognitive domain.
5. Synthesis: This refers to the ability to join together different discrete parts to form a new and
complete whole. For example; to draw a generalization from the data collected in an
experiment.
6. Evaluation: This is the ability to make judgements based on a given set of criteria. Judgement
involve high level of thinking. Example; to evaluate the secondary school curriculum in the light
of national education policy.
 The Affective domain: Bloom and Masia elaborated on this domain which includes five
categories of objectives dealing with values, attitudes and other affective dimensions of
learning.
1. Receiving: This is the lowest level. It refers to awareness on the part of a learner toward the
material being presented. Corresponding pupil behaviors include listening, identifying. Example
to demonstrate interest in music by listening to it.
2. Responding: This category goes beyond awareness and results in some sort of response on the
part of a student. Example: to enter playground to play football.
3. Valuing: This suggest commitment and the worth a student place on a particular object or
behavior. Example; to demonstrate a conviction by writing a letter to the editor of newspaper
on the need to educate the adult population.
4. Organization: It involves the ability to bring together different values and an attempt to produce
a coherent value system. Example: to make judgement on women’s freedom in Islam.
5. Characterization of a value complex: This is the highest level which is combined with developing
a lifestyle that covers a broad range of activities related with one another. Corresponding pupil
behaviors include performing, influencing. Example; to support peace activities in the world.
 The psychomotor domain: Anita developed this taxonomy dealing with psychomotor activities
in 1972. It includes six levels which are as follows.
1. Reflex movement: There are involuntary motor responses to stimuli. Example; stretching,
relaxing etc.
2. Fundamental movement: These refer to inherent body movement patterns, like walking,
running, jumping etc.
3. Perceptual abilities: To demonstrate the abilities to copy letters of the alphabets.
4. Physical abilities: they are related with vigor of the person therefore, related to strength,
flexibility, dexterity. Example; to demonstrate the ability to carry 120 kgs.
5. Skilled movement: These refers to effectively performed complex movements. Corresponding
pupil behaviors include typing, juggling etc. example: to demonstrate the ability to juggle with
four balls at a time.
 6. Non-discursive communication: This refers to behaviors that are involved in movement
communication ranging from facial expressions to highly sophisticated communications.
Example; to move expressively so as to communicate emotions.

Selection of content and curriculum foundations:

Selection of content and its organization involve moving from the general objectives to specific
objectives that are considered to be achievable by a particular population. Specific objectives need not
be narrowly stated; they may be open-ended statements of desired outcomes broadly defined. For
example if the general objective is to help students to attain skills of continued learning, the specific
objectives, related to it, would be to develop skills of reading, questioning, listening and organizing
information. The next step is to identify the possible types of content in each subject area which will
help in achieving the specific objectives. Then arises the question of how to organize the content.

Criteria for content selection:

The following four criteria according to Nichol Is and Nicholls are important;

1. The criterion of validity: It is important that content should be valid appropriate for the
achievement of pre-determined objectives.
2. The criterion of significance: Schools have been showing concern that pupils should learn large
bodies of facts. This would reduce problem of learning large amounts of factual information.
3. The criterion of Interest: To devise a curriculum solely on the basis of pupil interest as is
sometimes the case in primary schools is likely to be found restricting.
4. The criterion of learnability: The things include in the curriculum should clearly be learnable by
the pupils but criterion of learnability however, obvious it may be, is not always satisfied.

Selection of methods and level of education

Teaching methods constitute an important part of the instructional process. Not all students learn
equally by the same method. Following are various modes of learning that can be used in structured
class situations.

Lecture and verbal presentation method:

It is the traditional modes to transmit knowledge. Talk, address, or other type of verbal presentation
to students by a teacher are major characteristics.

Discussion-questioning method:

This method is widely used in schools. The main characteristics of these modes are questions or
answers over assigned material. These modes are used;

1. To help students in organizing knowledge, developing concepts and generalization.

2. To organize thoughts and communicate effectively.

Practice and drill method:

 The main characteristics of these modes is repeated performance of a learning act until a desired level
of skill to perform an act correctly is attained. The performance may be verbal, as in speaking a foreign
language or manual as in physical education and typing.

Laboratory and inquiry methods:

Laboratory and inquiry methods are distinct from problem solving and discovery method as the former
involve direct work in a laboratory on a regular basis. The main characteristics of Laboratory and inquiry
methods are that students are engaged in experimentation in a laboratory using scientific methods of
inquiry.

Level of education:

Following are the levels of education;

 Pre-school level.
 Primary level.
 Middle level.
 Secondary level.
 Higher secondary level.
 Graduate and post graduate level.

Curriculum planning
Curriculum planning can be defined as;

 Curriculum planning is the process of gathering, sorting, selecting, balancing and synthesizing
relevant information from many sources in order to design those experiences that will assist
learners in attaining the goals of the curriculum.
 Curriculum planning consists of all the processes necessary to plan for and write a curriculum.
 Curriculum planning is the process whereby arrangements of learning opportunities or
curriculum plans are created.
 Curriculum planning is the orderly study and improvement of schooling in the light of stated
objectives.
 Curriculum planning is a process in which participants at many levels make decisions about what
the purposes of learning ought to be, how those purposes mighty be carried out through
teaching learning situations and whether the purposes and means are both appropriate and
effective.

Characteristics of curriculum planning:

1. Curriculum planning is concerned with the experiences of the learners.

2. Curriculum planning involves many group.
3. Curriculum planning involves decisions about a variety of issues.
4. Curriculum planning is a continuous process.
5. Curriculum planning take place at many levels.
6. Curriculum planning involves decisions about both content and planning.
Effective curriculum planning:

1. Curriculum planning must be based upon a clear conception of what makes a good life.
2. Curriculum planning should address a broad range of needs, interests of both individual and
society.
3. Curriculum planning must provide for continuous evaluation of all aspects of curriculum.
4. Curriculum planning must provide flexibility to allow teacher pupil planning.
5. Curriculum planning should recognize and encourage diversity among learners.
6. Curriculum planning must take into account the characteristics of past and future society.
7. Curriculum planning should include provision for reflective thinking, values and enhancement of
self-esteem.
8. Curriculum planning should also make use of approaches other than subject area approach.

Question no: 5
Write a critical note on humanistic model and process model of the curriculum development. What are
the limitations of these models?

Answer no: 5

Humanistic model:
Humanism is a philosophy that stresses the importance of human factors rather than looking at
religious, divine, or spiritual matters. Humanism is rooted in the idea that people have an ethical
responsibility to lead lives that are personally fulfilling while at the same time contributing to the greater
good for all people.

History of humanism:

The early development of humanistic psychology was heavily influenced by the works of a theorists like
Abraham Maslow and Carl Rogers. In 1943, Abraham Maslow described his hierarchy of needs in a
theory of human motivation. Carl Rogers published Client centered therapy which described his
humanistic, client directed therapy.

Humanistic Approach:

 Rooted in the progressive philosophy and child-centered movement.

 Considers the formal or planned curriculum and the informal or hidden curriculum.
 Considers the whole child and believes that in curriculum the total development of the
individual is the prime consideration.

Types:

Humanistic psychology: Humanistic psychology is a perspective that emphasizes looking at the whole
individual and stresses concepts such as free will, self-efficacy and self-actualization. Rather than
concentrating on dysfunction, humanistic psychology strives to help people fulfill their potential and
maximize their well-being.

Religious humanism: Some religious traditions incorporate elements of humanism as part of their belief
systems. Examples of religious humanism include Lutherans and Quakers.
Secular humanism: Secular humanism rejects all religious beliefs including the existence of the
supernatural. This approach stresses the importance of logic, the scientific method when it comes to
understanding the world and solving human problems.

Weakness of humanism in education include;

 It does not follow the set curriculum.

 If it were implemented in schools, every student would leave school having different knowledge.
 Some students require structure and routine to learn effectively.
 Finding teachers suitable for the humanist classroom proves to be a challenge.
 Learning styles and their evaluations tend to be very unorganized and unwieldy.
 Because the focus of the humanist approach is on individual development the idea of
completion is deemphasized.

Process model:
1. Lawrence Stenhouse is one of the chief advocates of the process approach.
2. Process model is opposed to the objectives model.
3. This model emphasized process rather than product.
4. This model is concerned with means rather than the product.
5. Process model has strong learning towards freedom and in teaching and learning of new
uncharted paths of knowledge.
6. The process model is fundamentally open-ended and inquiry-oriented.
7. The advocates of the process approach argue that prior detailed specifications of intended
human behavior are neither necessary nor useful.
8. These impose unnecessary constraints on the learning process.
9. It make it dull and mechanical.
10. The concepts of structure and of worthwhile activities underline the process model it is believed
that it is possible to select curricular content and judge its worth whileness without reference to
objectives.
11. It is a quality oriented, critical model which is not directed towards the accurate assessment of
anticipated end product.
12. The product entailed a number of difficulties because this model is not without weakness.
13. Stenhouse recognizes that it is highly exacting and only scholarly teachers can handle it
properly.
14. It is a teacher development model with a sharp emphasis on knowledge and the depth of
understanding.
15. The process model is based on the idea of the structure of disciplines.
16. Process model is purely a logical model.
17. This model is fails to take care of the affective side of life.
18. The main emphasis of this model is on inquiry, knowledge and depth of understanding.
19. This model have nothing to do with sensitivities and humaneness.