EDUC 323C: Module 1.1 (The Curricula in Bilbao et al.

, 2020
Schools)

CURRICULUM
— derived from the verb currere (to run/ to
proceed)
— began as a latin word which means “a race”
or “ the course of a race”

1. Recommended Curriculum
— almost all curricula found in our schools are
recommended
DIFFERENT EDUCATIONAL LEVELS of the — for basic education, these are recommended
Philippine Educational System by the (DepEd), for higher education by
(CHEd), and for vocational education by
1. Basic Education (DepEd) (TESDA) — the recommendations come in the
— includes kindergarten, grade 1 to grade 6 form of memoranda or policies, standards and
(elementary), grade 7 to grade 10 (junior high guidelines
school), grade 11 and 12 (senior high school). — other professional organizations or
— each of the levels has its specific international bodies like UNESCO also
recommended curriculum. — the new basic recommend curricula — curriculum guide, ched
education levels are provided in the k to 12 memo, competency-based curriculum 2.
enhanced curriculum of 2013 of the Written Curriculum — includes documents
department of education 2. Technical- based on the recommended curriculum —
Vocational Education (TESDA) — this is a course of study, syllabi, modules, books or
post-secondary technical-vocational education instructional guides, another others — a packet
and training taken care of technical education of written curriculum is the teacher’s lesson pla
and skills development authority — the most recent written curriculum is the k to
(tesda) 12 for philippine basic education
— for the techvoc track in shs of deped, deped 3. Taught Curriculum
and tesda work in close coordination. 3. Higher — from what has been written or planned, the
Education (CHEd) — includes the curriculum has to be implemented or taught —
baccalaureate or bachelor degree and the the teacher and the learners will put life to the
graduate degrees (master’s and doctorate) written curriculum
which are under the commission on higher — the skills of the teacher to facilitate learning
education based on the written curriculum with the aid of
DIFFERENT TYPES OF CURRICULUM instructional materials and facilities will be
necessary
4. Supported Curriculum — support school environment, media, parental pressures,
materials that the teacher needs to make societal changes, cultural practices, natural
learning and teaching meaningful — print calamities
materials like books, charts, posters, — teachers should be sensitive and aware of
worksheets, or non-print materials like slides this hidden curriculum
presentations, movies, slides, models, realias, — teachers must have a good foresight to
mock-ups, and other electronic illustrations. — include these in the written curriculum, in order
facilities where learning occurs outside or to bring to the surface what are hidden.
inside the four-walled building (playground,
science laboratory, avr, zoo, museum, market, Pawilen, 2019
or the plaza)
— authentic learning through direct experiences
occur
5. Assessed Curriculum — taught and
supported curricula have to be evaluated to
find out if the teacher has succeeded or not in
facilitating learning — it can either be
assessment for learning, as learning, or of
learning
— assessment for learning occurs
when teachers use inferences about student
progress to inform their teaching (formative) 1. Ideal or Recommended — this refers to
— assessment as learning occurs what scholars propose as the most
when students reflect on and monitor their appropriate curriculum for learners — this
progress to inform their future learning goals may also develop as an alternative response
(formative) to various curricular problems and issues
— assessment of learning occurs when Influences in shaping recommended curriculum
teacher use evidence of student learning to — professional association
make judgements on student achievement
— individuals
against goals and standards (summative)
— societal trends
6. Learned Curriculum
— curriculum standards recommended by
— how do we know if the student has
professional organizations are examples of
learned? We always believe that if a student
ideal or recommended curricula — standards
changed behavior, he/she has learned. — the
are products of their latest researches on the
positive outcome of teaching is an indicator of
nature of the different disciplines and the
learning
developments in various academic fields
— these are measured by tools in assessment
2. Intended, Official, Written
(cognitive, affective, psychomotor) — also
Curriculum — this refers to the official
demonstrate higher order and critical
curriculum embodied in approved state
thinking and lifelong skills
curriculum guides — it is the curriculum
7. Hidden/ Implicit Curriculum — not prescribed by the government
deliberately planned, but has great impact on — in the ph context (DepEd, CHEd, TESDA)
the behavior of the learner — peer influence,
3. Implemented Curriculum — this type EDUC 323C: M1 L1.2: THE TEACHER AS
of curriculum refers to the actual CURRICULARIST
implementation of the curriculum or what
teachers in the school teach
CURRICULARISTS
— academic freedom among faculty members
in college may also influence how professor -in the past, are referred only to those who
plan and implement courses developed curriculum theories.
4. Tested Curriculum - The most influential curricularists in America
— this is a set of learning that is assessed in include John Dewey, Ralph Tyler, Hilda Taba,
teacher-made classroom tests, curriculum and Franklin Bobbit (Hayes, 1991).
referenced test, and standardized tests 5. - A professional who is a curriculum specialist
(Hayes, 1991; Ornstein & Hunkins,
Achieved Curriculum — this refers to the 2004; Hewitt, 2006)
result of the curriculum or what students - A person involved in curriculum knowing,
actually learned in school 6. Entitlement writing, planning, implementing, evaluating,
Curriculum — refers to what people or the innovating, and initiating may be designated
general society believed the learners should as curricularist.
expect to learn in the educational system for
them to become good members of the society The TEACHER as CURRICULARIST
7. Supported Curriculum
— this refers to the curriculum that is reflected 1. KNOWS the curriculum
on and shaped by the resources allocated to - Knows the curriculum and subject matter
support or deliver the official curriculum - Academic knowledge
8. Null or Censored Curriculum — this o Formal (disciplines, logic)
refers to various curriculum contents or o Informal (experiences, vicarious, and
topics that must not be taught to the students unintended)
9. Hidden Curriculum
— this refers to various skills knowledge, and 2. WRITES the curriculum
attitudes that the students learn in school as a - Writes books, modules, laboratory manuals,
instructional guides, and reference materials
result of their interaction with other students, (paper or electronic media)
staff, and faculty members.
3. PLANS the curriculum
— however, in every teacher’s classroom, not -Yearly, monthly, daily plan
all these curricula may be present at one time - Consider in the planning are the learners,
— many of them are deliberately planned, like the support material, time, subject matter or
the recommended, written, taught, supported, content, the desired outcomes, the context
of the learners, etc.
assessed, and learned curricula. However, a
hidden curriculum may or may not be able to 4. INITIATES the curriculum
predict its influence on learning — all of these - Implementation of a new curriculum (open-
have significant role in the life of the teacher as mindedness of a teacher, full belief that the
a facilitator of learning and have direct curriculum will enhance learning)
implication to the life of the learners, - A transformative teacher will never hesitate to
try something novel and relevant.
5. INNOVATES the curriculum — characterized as fragmentary, elusive, and
- Creativity and Innovation (hallmarks of an confusing
excellent teacher) — the word ‘currere” is referring to the oval
- One cannot find a single eternal track where roman chariots raced.
curriculum that would perpetually fit.
CURRICULUM
6. IMPLEMENTS the curriculum
— curriculum means different things to different
- Implementer gives life to the curriculum plan.
people
— sometimes educators equate curriculum with
the syllabus while few regard it as all the
teaching-learning experiences which the
students encounter while in school
7. EVALUATES the curriculum — numerous definition indicate dynamism
- DLO achieved? which connotes diverse interpretations 1.
- Is the curriculum working? New International Dictionary — defines
- Does it bring the desired results? curriculum as the whole body of a course in
- What do outcomes reveal? an educational institution or by a
- Are the learners achieving? department.
- Are there practices that should be modified? 2. Oxford English Dictionary
- Should the curriculum be modified, terminated,
— defines curriculum as courses taught in
or continued?
schools or universities

SOME DEFINITIONS OF CURRICULUM

1. Daniel Tanner, 1980 — curriculum is a
planned and guided set of learning experiences
and intended learning outcomes, formulated
through systematic reconstruction of knowledge
and experiences
2. Pratt, 1980 — it is a written document
that systematically describes goals, planned,
objectives, content, learning activities,
evaluation procedures, and so forth
3. Schubert, 1987 — the contents of a
subject, concepts, and tasks to be acquired,
MODULE 2: THE TEACHER AS A KNOWER planned activities, the desired learning
OF CURRICULUM outcomes and experiences
4. Hass, 1987 — includes all of the
(LESSON 2.1: The School Curriculum: experiences that individual learners have in a
Definition, Nature, and Scope) program of education whose purpose is to
achieve broad goals and related specific
Content Focus objectives
— there seems to be no common definition of
5. Graundy, 1987 — programme of
curriculum
activities (by teachers and pupils) designed so
that pupils will attain so far as possible certain 1. Robert M. Hutchins
educational and other schooling ends or — curriculum as “permanent studies” where
objectives rules of grammar, reading, rhetoric, logic, and
6. Goodland & Su, 1992 — it is a plan mathematics for basic education are
consist of learning opportunities for a specific emphasized. — the 3Rs (reading, writing,
time frame and place, a tool that aims to bring ‘rithmetic) should be emphasized in basic
about behavior changes ins students as result education while liberal education in college
of planned activities 7. Cronbach, 1992 — 2. Arthur Bestor
answers the three questions: — as an essentialist believes that the mission of
1. What knowledge, skills, and the school should be intellectual training
values are most worthwhile? — so curriculum must focus on the fundamental
2. Why are they most worthwhile? intellectual disciplines
3. How should the young acquire 3. Joseph Schwab
them? — sole source of curriculum is discipline — he
coined the word discipline as ruling doctrine for
SOME POINTS OF VIEWS OF OTHER curriculum development.
CURRICULARIST
4. Philip Phenix
— since the concept and meaning of
— asserts that the curriculum should consist
curriculum are shaped by a person’s point of
entirely of knowledge that comes from various
view, this has added to fragmentation and
disciplines.
some confusion — when put together, the
different definitions from diverse points of PROGRESSIVE POINTS OF VIEW
view, would describe the curriculum as — total learning experience of individual
dynamic and ever-changing. — points of
1. John Dewey
views about the curriculum can either be
— believes that education is experiencing. —
traditional or progressive according to the
reflective thinking is a means that unifies
person’s philosophical, psychological, and
curricular elements that are tested by
even physiological orientations
applications
— these views can also define what a
2. Holin Caswell & Kenn Campbell —
curriculum is all about
viewed curriculum as all the experiences
children have under the guidance of
TRADITIONAL POINTS OF VIEW
teachers 3. Othaniel Smith, William
— can be defined as a field of study in the view
Stanley, & Harlan Shore
of the following theorists
— defined curriculum as sequence of potential
— curriculum is highly academic and is
experiences, set up ins schools to discipline
concerned with broad historical, philosophical,
children and youth in group ways of thinking
psychological, and social issues
and acting
— mostly written documents such syllabus,
4. Colin Marsh & George Willis — viewed
course of study, books and references where
curriculum as all the experiences in the
knowledge is found but used to accomplish
classroom that are planned and enacted by the
intended goals.
teacher and also learned by the students.
(LESSON 2.2: Approaches to the School Criteria in Selection of Content
Curriculum) 1. Significance — content should
contribute ideas, concepts, principles, and
generalizations that should attain the overall
purpose of the curriculum — developing the
learners CPA
2. Validity — the authenticity of the subject
matter forms its validity
— knowledge become obsolete to the fast-
CURRICULUM AS A CONTENT OF BODY changing times
KNOWLEDGE 3. Utility — usefulness of the content in the
— quite common for traditionalists to equate a curriculum is relative to the learners who are
curriculum to a topic outline, subject matter, or going to use these
concepts to be included in the syllabus or a — can be relative to time (useful now, not
book. — as content, the focus will be the body later) 4. Learnability — the complexity of the
of knowledge to be transmitted to students content should be within the range of
using appropriate teaching method — all experiences of the
curricula have content regardless of their learners
design or models 5. Feasibility — content can be learned
— the fund of knowledge is a repository of within the time allowed, resources available,
accumulated discoveries and inventions of man expertise of the teachers, and experience of the
from the explorations of the earth and as learners.
products of research. 6. Interest — will the learners take interest
— curriculum is anchored on a body of in the content?
knowledge — interest is one of the driving forces of the
or discipline students to be better.
Four Ways of Presenting the Content in
Curriculum 1. Topical Approach BASICS: Fundamental Principles for
— where much content is based on knowledge, Curriculum Contents
and experiences are included — Palma 1952 proposed that Balance,
2. Concept Approach Articulation, Sequence, Integration, and
Continuity (BASIC) should guide the contents of
— with fewer topics in clusters around major
the curriculum. — Hunkins and Ornstein (2018)
and sub-concepts and their interaction, with
relatedness emphasized added an important element, Scope from
BASIC to BASICS.
3. Thematic Approach
1. Balance — content should be fairly
— as a combination of concepts that develop
distributed in depth and breadth.
conceptual structures
2. Articulation — as content complexity
4. Modular Approach
progresses with the educational levels,
— that leads to complete units of instruction
vertically or horizontally, across the same
discipline smooth connections or bridging
should be provided.
3. Sequence — the logical arrangement of
the content refers to sequence or order. —
vertically for deepening, horizontally for
broadening
4. Integration — content in the curriculum
does not stand alone or in isolation
— it has some ways of relatedness or
connectedness to other contents. —
contents should be infused with other
disciplines whenever possible
5. Continuity — content in the curriculum CURRICULUM AS A PRODUCT
should continuously flow as it was before, to — products is what the students desire to
where it is now, and where it will be in the achieve — the product from the curriculum is a
future. student equipped with the knowledge, skills,
6. Scope — the breadth and depth of the and values to function effectively and efficiently
curriculum are vital in a curriculum — consists — central to the approach is the formulation of
of all the possible contents, topics, learning behavioral objectives stated as intended
outcomes comprising the curriculum. — shall learning outcomes or desired products so that
consider the CPA “more content is not always content and teaching methods may be
better” organized and the results evaluated
— products of learning are operationalized
CURRICULUM AS PROCESS as knowledge, skills, and values —
— curriculum is not seen as a physical thing or curriculum product is expressed in the form
a noun, but as a verb or an action — curriculum of outcomes which are referred to as
happens in the classroom as the questions achieved learning outcomes.
asked by the teacher and the learning activities
engaged in by the students — active process EDUC 323C: M2 L2.3: Curriculum
with the emphasis on the contest in which the Development: Processes ad Models1.
processes occur — recipe is the content,
process is the way of cooking
— called the Pedagogical Content Knowledge
or
PCK
— how the process as a descriptor of
curriculum is understood

1. CURRICULUM PLANNING
- Considers the school vision, mission, and
goals.
- Indicates the philosophy or strong education 1. Ralph Tyler Model: Four Basic Principles
belief of the school - Also known as Tyler’s Rationale, the
- All these will eventually be translated to curriculum model emphasizes the planning
classroom desired learning outcomes for phase.
the learners. ✓ Purposes of the school (What education
purposes should schools seek to attain?)
2. CURRICULUM DESIGNING ✓ Educational experiences related to the
- The way the curriculum is conceptualized to purposes (What educational experiences can
include: be provided that are likely to attain these
✓ Statement of the intended learning outcomes purposes?)
✓ the selection and organization of content; ✓ Organization of the experiences (How
can these educational experiences be
✓ the selection and organization of effectively organized?)
learning experiences or activities; and
✓ Evaluation of the experience (How can
✓ the selection of the assessment we determine whether these purposes are
procedure and tools to measure being attained or not?)
learning outcomes
✓ Resources to be utilized 2. Hilda Taba Model: Grassroots Approach
- Improved Tyler’s model
3. CURRICULUM IMPLEMENTING - Believed that teachers should participate in
- Putting into action the plan which is based developing a curriculum
on the curriculum design in the o Diagnosis of learners’ needs and
classroom setting or the learning expectations of the larger society
environment o Formulation of learning objectives
-The teacher is the facilitator of learning to o Selection of learning contents
achieve intended learning outcomes.
- It involves the activities that transpire in o Organization of learning contents
every teacher’s classroom where o Content of learning experiences
learning becomes an active o Determination of what to evaluate and
process. the means of doing it.

4. CURRICULUM EVALUATING 3. Galen Saylor and William Alexander

- Determines the extent to which the Curriculum Model
desired outcomes have been achieved - “…a plan for providing sets of learning
- Formative (procedure is on-going as opportunities to achieve broad educational
in finding out the progress of learning) goals and related specific objectives for an
identifiable population served by a single
- Summative (the mastery of learning)
school center.”
- Determines the factors that have hindered
1. Goals, Objectives, and Domains
or supported the implementation
- Pinpoint where improvement can be made ✓ Curriculum planners begin by specifying the
major educational goals and specific objectives
and corrective measures, introduced they wish to accomplish.
- This is important in the decision-making of ✓ Each major goal represents a curriculum
curriculum planners and implementers. domain: personal development, human
relations, continued learning skills, and
specialization.
CURRICULUM DEVELOPMENT PROCESS ✓ The G.O.Ds are identified and chosen
MODELS based on research findings,
accreditation standards, and views of influences inform the current school
different stakeholders. curriculum?
2. Curriculum Designing - How do these foundations reflect the
✓ Follows after appropriate learning development of curriculum in our 21st-
opportunities are determined and how each century classrooms and learning
opportunity is provided environment?
- Who are the identified curricularists with these
✓ Will the curriculum be designed along the
foundations?
lines of academic disciplines, or according to
student needs and interests or along
themes? PHILOSOPHICAL FOUNDATIONS
✓ These are some of the questions that need - Educators, teachers, educational planners,
to be answered at this stage of the and policymakers must have a philosophy
development process. or strong belief about education and
3. Curriculum Implementation schooling and the kind of curriculum in the
teachers' classrooms or learning
✓ A designed curriculum is now environment.
ready for implementation. - Philosophy of the curriculum answers
✓ Teachers then prepare instructional plans questions like: What are schools for?
where instructional objectives are specified What subjects are important? How
and appropriate teaching methods and should students learn? What methods
strategies are utilized to achieve the desired should be used? What outcomes
learning outcomes among students. should be achieved? Why?
4. Evaluation - The various activities in school are
influenced in one way or another by a
✓ The last step of the curriculum model is
philosophy. ▪ John Dewey influenced the
evaluation.
use of "learning by doing", he was a
✓ A comprehensive evaluation using a pragmatist. To an essentialist, the focus is
variety of evaluation techniques is on the fundamentals of reading, writing, and
recommended. arithmetic, the essential subjects in the
✓ It should involve the total educational curriculum.
programme of the school and the curriculum A. Perennialism
plan, the effectiveness of instruction, and the - Plato, Aristotle or Thomas Aquinas
achievement of students. - Aim: To educate the rational person; cultivate
✓ Through the evaluation process, whether intellect
or not the goals of the school and the - Role: Teachers assist students to think
objectives of instruction have been met. with reason (critical thinking: HOTS)
- Focus: Classical subjects, literary
EDUC 323C: M2 L2.4: Foundation of analysis Curriculum is enduring
Curriculum - Trends: Use of great books (Bible, Koran,
Classics) and Liberal Arts
B. Essentialism
Take-Off! - Wiliam Bagley (1974-1946)
- Aim: To promote intellectual
- Curriculum development is anchored on a very growth of learners to become
solid foundation. competent
- Although considered to be a new - Role: Teachers are the sole
discipline, its significance in the light authorities in the subject area.
of global developments has now - Focus: Essential skills of the 3Rs; essential
been acknowledged. subjects
- What philosophical, historical,
psychological, and sociological
- Trends: Back to basics, Excellence in - The purpose of the curriculum is child
education, cultural literacy development and growth. He introduced this
C. Progressivism project method where teachers and students
- John Dewey plan the activities.
- Aim: Promote democratic social living - Curriculum develops social
- Role: Teacher leads for growth and relationships and small group
development of lifelong learners instruction.
3. Harold Rugg (1886-1960)
- Focus: Interdisciplinary subjects. Learner-
- Curriculum should develop the whole child. It
centered. Outcomes-based
is child-centered.
- Trends: Equal opportunities for all,
- With the statement of objectives and
Contextualized curriculum, Humanistic
related learning activities,
education
curriculum should produce
D. Reconstructionism
outcomes.
- Theodore Brameld - He emphasized social studies and suggested
- Aim: To improve and reconstruct society. that the teacher plans curriculum in advance.
Education for change 4. Hollis Caswell (1901-1989)
- Role: Teacher acts as an agent of change and - Curriculum is organized around
reforms social functions of themes,
- Focus: Present and future educational organized knowledge and learner's
landscape interest.
- Trends: School and curricular reform, - Curriculum, instruction and learning are
Global education, Collaboration and interrelated.
Convergence, Standards and - Curriculum is a set of experiences.
Competencies Subject matter is developed around
social functions and learners' interests.
HISTORICAL FOUNDATIONS - Curriculum is a science and an extension of
- Where is curriculum development coming school's philosophy. It is based on students'
from? needs and interest.
- The historical foundations will show to us 5. Ralph Tyler
the chronological development along a - Curriculum is a science and an extension of
time line. the school’s philosophy. It is based on
- Reading materials would tell us that students’ needs and interests.
curriculum development started when - Curriculum is always related to instruction.
Franklin Bobbit (1876-1956) wrote the The subject matter is organized in terms of
book "The Curriculum." knowledge, skills, and values.
- The process emphasizes problem-
1. Franklin Bobbit (1876-1956) solving. The curriculum aims to
- He started the curriculum development educate generalists and not specialists.
movement. 6. Hilda Taba
- Curriculum as a science that emphasizes - She contributed to the theoretical and
students' needs. pedagogical foundations of
concepts development and critical
- Curriculum prepares learners for adult life.
thinking in social studies curriculum.
- Objectives and activities should be
- She helped lay the foundation for diverse
grouped together when tasks are
student population.
clarified.
7. Peter Oliva
2. William Kilpartick (1875-1952)
- He described curriculum change as a
- Curricula are purposeful activities that are
cooperative endeavor.
child-centered.
- Teachers and curriculum specialists
constitute the professional core of
planners.
- Significant improvement is achieved
through group activity.

PSYCHOLOGICAL FOUNDATIONS
- Psychology provides a basis to
understand the teaching and learning
process. ▪ It unifies elements of the
learning process.
- Questions which can be addressed by
psychological foundations of education are:
How should curriculum be organized to B. Cognitive Information Processing Theory
enhance learning? 1. Jean Piaget
- What is the optimal level of student’s - Theories of Jean Piaget
participation in learning the various - Cognitive development has
contents of the curriculum? stages from birth to maturity.
- Considers three groups of learning theories:
- Sensorimotor stage (0-2), preoperational
behaviorism or association
stage (2-7), concrete operations stage (7-11)
theories; cognitive-information processing
and formal operations (11-onwards).
theories and humanistic theories (Ornstein
Keys to learning
& Hunkins, 2004).
- Assimilation (incorporating of new
A. Association and Behaviorism experience)
1. Ivan Pavlov - Accommodation (learning modification and
adaptation)
- He is the father of the classical
conditioning theory, the S-R theory. - Equilibration (balance between
previous and later learning)
- The key to learning is early years of life is
to train them what you want them to 2. Lev Vygotsky
become. - Theories of Lev Vygotsky
- S-R Theory is a foundation of learning - Cultural transmission and development stage.
practice called indoctrination. - Children could, as a result of their
2. Edward Thorndike interaction with society, actually perform
- He championed the connectionism theory. certain cognitive actions before arriving at
- He proposed the three laws of learning: a developmental stage.
-Law of readiness - Learning precedes development.
-Law of exercise Sociocultural development theory.
-Law of effect Keys to learning
- Specific stimulus has specific response. - Pedagogy creates learning processes that
3. Robert Gagne lead to development.
- He proposed the Hierarchical learning - The child is an active agent in his or her
theory (Learning follows hierarchy). educational process.
- Behavior is based on prerequisite conditions. 3. Howard Gardner
- He introduced tasking in the formulation of - Gardner’s multiple intelligences
objectives. - Humans have several different ways of
processing information and these ways are
relatively independent of one another.
- There are eight intelligences: linguistic,
logic-mathematical, musical, spatial,
bodily/kinesthetic, interpersonal, - Things that surround individuals can
intrapersonal, and naturalistic. change, develop their behavior.
4. Daniel Goleman - Considered two fundamental elements
- Emotion contains the power to affect action. which are schools and civil society.
- He called this Emotional Quotient. 2. Alvin Toffler
- Wrote the book Future Shock
C. Humanistic Psychology - Believed that knowledge should prepare
students for the future
1. Gestalt
- Suggested that in the future, parents might
- Gestalt Theory
have the resources to teach prescribed
- Learning is explained in terms of curriculum from home as a result of
“wholeness” of the problem technology, not in spite of it. (Home
- Human beings do not respond to isolated Schooling)
stimuli but to an organization or pattern of - Foresaw schools and students worked
stimuli. creatively, collaboratively,
2. Abraham Maslow and independent of their age.
- He advanced the Self-Actualization Theory.
OTHER THORIST
- Classic theory of human needs.
- A child whose basic needs are not met will 1. John Goodlad
not be interested in acquiring knowledge of - Curriculum organized around needs of society
the world. and the students
- He put importance to human - Reduce students conformity in classroom
emotions, based on love and trust.
- Constant need for school improvement
Keys to learning
- Emphasis on active learning and critical
- Produce a healthy and happy learner who thinking
can accomplish, grow and actualize his or her
human self. 2. William Pinar
3. Carl Rogers - Broaden the conception of curriculum to enrich
the practice.
- Nondirective and therapeutic learning
- Understand the nature of the educational
- He established counseling procedures
experience.
and methods for facilitating learning.
- Curriculum involves multiple disciplines
- Children’s perceptions, which are highly
individualistic, influence their learning and - Curriculum should be studied from a historical,
behavior in class. racial, gendered, phenomenological,
▪ Keys to learning postmodern, theological, and international
perspectives.
- Curriculum is concerned with process,
not product; personal needs, not subject
matter, psychological meaning, not
cognitive scores.

SOCIAL FOUNDATIONS

-Society as a source of change.

- Schools as agents of change.
- Knowledge as an agent of change.
1. Emile Durkheim
- Influence of society and social context in
education.