4 Major Foundations

4 MAJOR FOUNDATIONS OF CURRICULUM
• Philosophical
• Historical
• Psychological
• Social
PHILOSOPHICAL FOUNDATION
Perennalism
Aim: To educate the rational person; cultivate intellect.
Role: Teacher assists students to think with reason.
Focus: Classical subjects, literacy analysis. Curriculum is enduring.
Trends: Use of great books and return to liberal arts
Essentialism
Aim: To promote intellectual growth of learners to become competent.
Role: Teachers are sole authorities in the subject area.
Focus: Essential skills of the 3R's: Essential subjects.
Trends: Back to Basics. Excellence in Education. Cultural Literacy
Progressivism
Aim: Promote democratic social living.
Role: Teacher leads for growth and development of lifelong learners.
Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based.
Trends: Equal opportunities for all. Contextualized curriculum. Humanistic education.
Reconstructionism
Aim: To improve and reconstruct society. Education for change.
Role: Teacher acts agent of change and reforms
Focus: Present and future educational landscape.
Trends: School and curricular reform. Global education. Collaboration and Convergence
Standards and Competencies
HISTORICAL FOUNDATION
Franklin Bobbit (1876-1956)
• Started Curriculum development movement.

• Curriculum as a science that emphasize on student's needs.
• Curriculum prepares learners for adult life.
• Objectives and activities grouped together when task are clarified.
Werret Charters (1875-1952)
• Like Bobbit, curriculum is science and emphasizes student's needs.

• Objectives and activities should match. Subject matter or content relatives to
objectives.
Hollis Caswell (1901-1989)
• Sees curriculum as organized around social functions of themes, organized knowledge

and learner's interest.
• Caswell believes that curriculum, instruction and learning as interrelated.
• Curriculum is a set of experience.
Ralph Tyler (1902-1994)
• Tyler believes that curriculum is a science and an extension of school's philosophy. It is

based on student's needs and interest.
• The process emphasizes problem solving. The curriculum aims to educate generalists
and not specialists
Hilda Taba (1902-1967)
• Contribute to the theoretical and pedagogical foundations of concepts development

and critical thinking in social studies curriculum.
• Helped lay the foundation for diverse student population.
William Kilpartick (1875-1952)
• Curricula are purposeful activities which are child-centered.

• The purpose of the curriculum is child development and growth. The project method
was introduced by Kilpartick where teacher and student plan the activities.
The curriculum develops social relationships and small group instruction.
Harold Rugg (1886-1960)

• To rugg, curriculum should develop the whole child. It is child-centered.
• With the statement of objectives and related learning activities, curriculum should
produce outcomes.
• Harold rugg emphasized social studies and the teacher plans curriculum in advance
Peter Oliva (1992-2012)
• Described how curriculum change is a cooperative endeavor.

• Teachers and curriculum specialist constitute the professional core of planners.
• Significant improvement through group activity.
Robert Gagne (1916-2002)
• Proposed the Hierarchical Learning Theory

• Behavior is based on prerequisite conditions.
• Introduced tasking in the formulations of objectives
PSYCHOLOGICAL FOUNDATION
Ivan Pavlov (1849-1936)
• Father of the Classical Conditioning. Theory of S-R Theory

• The key to learning is early years of life are to train them what you want them to
become.
• S-R Theory is a foundation of learning practice called indoctration
Edward Thorndike (1874-1949)
• Championed the Connectionism Theory

• Proposed the three laws of learning
o Law of readiness
o Law of exercise
o Law of effect
• Specific stimulus has specific response
Jean Piaget (1896-1980)
• Describes cognitive development in terms of stages from birth to maturity

• Sensorimotor stage (0-2), preoperational stage (2-7), concrete operations stage
(7- 11) and formal operation (11 - onwards)
• Assimilation
• Accommodation
• Equilibrium
Lev Vygotsky (1896-1934)
• Cultural-transmission and development

• Children could, as a result of their interaction with society, actually perform
certain cognitive actions prior to arriving at development stage.
• Sociocultural development theory
• Pedagogy creates learning processes that lead to development.
• Child is an active agent on his or her educational process.
Howard Gardner
• Gardner's multiple intelligences

• Human have several different ways of processing information and these ways are
relatively independent of one another.
Daniel Goleman
• Emotion contains the power of affect action.

• Emotional Quotient HUMANISTIC PSYCHOLOGY
Abraham Maslow (1908-1970)
• Self-Actualization Theory Classical Theory of human needs.

• A child whose basic needs are not met will not be interested in acquiring knowledge of
the world. "learner who can accomplish, grow and actualize his or her human self"
Carl Rogers (1902-1987)
• Non-directive and Therapeutic Learning

• Established counselling procedures and methods for facilitating learning.
• Children's perceptions, which are highly individualistics, influence their learning and
behaviour in class.
SOCIAL FOUNDATIONS
John Dewey (1859-1952)
• Considered two fundamental elements – schools and civil society to be major topics
needing attention and reconstruction to encourage experimental intelligence and
plurality.
• Learning by doing
Alvin Toffier
• Wrote the book Future Shock

• Believed that knowledge should prepare students for the future.
• Suggested that in the future, parents might have the resources to teach prescribed
curriculum from home as a result of technology, not in spite of it. (Home Schooling)
Society and Society Symbol
Society as an source of change

• Schools as an agents of change
• Knowledge as an agent of change
Reference:
Lucido, Paz I. (2012). Teaching New Literacy in a Digital Environment. Vol 1. Q.C. Lorimar Publishing,
Inc.
Bilbao, P. (2008). Curriculum Development. Lorimar Publishing Inc. Quezon City, Manila Bauzon, P.
(2006) Foundation of Curriculum Development and Management. National Bookstore Publishing Co.,
Quezon City, Manila.
Retrieved from
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4 MAJOR FOUNDATIONS OF CURRICULUM

Aim: To educate the rational person; cultivate intellect.

Role: Teacher assists students to think with reason.

Focus: Classical subjects, literacy analysis. Curriculum is enduring.

Trends: Use of great books and return to liberal arts

Aim: To promote intellectual growth of learners to become competent.

Role: Teachers are sole authorities in the subject area.

Focus: Essential skills of the 3R's: Essential subjects.

Trends: Back to Basics. Excellence in Education. Cultural Literacy

Aim: Promote democratic social living.

Role: Teacher leads for growth and development of lifelong learners.

Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based.

Trends: Equal opportunities for all. Contextualized curriculum. Humanistic education.

Aim: To improve and reconstruct society. Education for change.

Role: Teacher acts agent of change and reforms

Focus: Present and future educational landscape.

• Started Curriculum development movement.

Werret Charters (1875-1952)

• Like Bobbit, curriculum is science and emphasizes student's needs.

Hollis Caswell (1901-1989)

• Sees curriculum as organized around social functions of themes, organized knowledge

Ralph Tyler (1902-1994)

• Tyler believes that curriculum is a science and an extension of school's philosophy. It is

Hilda Taba (1902-1967)

• Contribute to the theoretical and pedagogical foundations of concepts development

William Kilpartick (1875-1952)

• Curricula are purposeful activities which are child-centered.

The curriculum develops social relationships and small group instruction.

Harold Rugg (1886-1960)

Peter Oliva (1992-2012)

• Described how curriculum change is a cooperative endeavor.

Robert Gagne (1916-2002)

• Proposed the Hierarchical Learning Theory

Ivan Pavlov (1849-1936)

• Father of the Classical Conditioning. Theory of S-R Theory

Edward Thorndike (1874-1949)

• Championed the Connectionism Theory

Jean Piaget (1896-1980)

• Describes cognitive development in terms of stages from birth to maturity

• Cultural-transmission and development

• Gardner's multiple intelligences

• Emotion contains the power of affect action.

Abraham Maslow (1908-1970)

• Self-Actualization Theory Classical Theory of human needs.

Carl Rogers (1902-1987)

• Non-directive and Therapeutic Learning

John Dewey (1859-1952)

• Wrote the book Future Shock

Society and Society Symbol

Society as an source of change

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