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ED319 - Module 1 - Lesson 6 - Foundations of Curriculum Development

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ED319 - Module 1 - Lesson 6 - Foundations of Curriculum Development

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04/12/2022, 16:45 # AY2022-23 S1-AS3&AS4 | ED 319: THE TEACHER AND THE SCHOOL CURRICULUM (UV MAIN: BSED3-A1) - https://acces…

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# AY2022-23 S1-AS3&AS4 | ED 319: THE TEACHER AND THE SCHOOL CURRICULUM (UV MAIN: BSED3-A1)
MODULE 1: THE TEACHER AND CURRICULUM ESSENTIALS

LESSON 6: FOUNDATIONS OF CURRICULUM DEVELOPMENT


Philosophical Foundations of Curriculum
This provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools. It helps in
answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used. In decision
making, philosophy provides the starting point and will be used for the succeeding decision making. The philosophy of a curriculum planner, implementer or
evaluator reflects his or her life experiences, common beliefs, social and economic background and education.

Four Educational Philosophies


Perennialism
Aim: To educate the rational person; cultivate intellect
Role: Teachers assist students to think with reason (critical thinking HOTS)
Focus: Classical subjects, literary analysis. Curriculum is enduring.
Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts
2. 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 3Rs; essential subjects
Trends: Back to basics, Excellence in Education, cultural literacy
3. 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
4. Reconstructionism
Aim: To improve and reconstruct society. Education for change
Role: Teacher acts as agent of change and reforms
Focus: Present and future educational landscape
Trends: School and curricular reform, Global Education, Collaboration and Convergence, Standard and Competencies.

Historical Foundations of Curriculum


The historical foundations will show us the chronological development along a time line. Reading materials would tell us that curriculum development
started when Franklin Bobbit (876-1956) wrote the book “The Curriculum”.

Persons who have great contributions to the curriculum development.


a. Franklin Bobbit (1876-1956)
He started the curriculum development movement. Curriculum is a science that emphasizes students’ needs. Curriculum prepares learners for adult life.
Objectives and activities should group together when tasks are clarified.

b. Werret Charters (1875-1952)


Like Bobbit, he posited that curriculum is science and emphasizes students’ needs. Objectives and activities should match. Subject matter or content relates
to objectives.

c. William Kilpartick (1875-1952)


Curricula are purposeful activities which are child-centered. The purpose of the curriculum is child development and growth. He introduced this project
method where teacher and student plan the activities. Curriculum develops social relationships and small group discussion.

d. Harold Rugg (1886-1960)


Curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce
outcomes.

e. Ralph Tyler (1902-1994)


Curriculum is a science and an extension of school’s philosophy. It is based on students’ needs and interest. The process emphasizes problem solving.
Curriculum aims to educate generalists and not specialists.

f. Hilda Taba (1902-1967)

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04/12/2022, 16:45 # AY2022-23 S1-AS3&AS4 | ED 319: THE TEACHER AND THE SCHOOL CURRICULUM (UV MAIN: BSED3-A1) - https://acces…
She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum.

g. Peter Oliva (1992-2012)


He described how curriculum change is a cooperative endeavor. Teachers and curriculum specialist constitute the professional core of planners.
Significant improvement is achieved through group activity.

h. Hollis Caswell (1901-1989)


Curriculum is organized around social functions of themes, organized knowledge and learner’s interest. Curriculum instruction and learning are interrelated.
Curriculum is a set of experiences. Subject matter is developed around socialfunctions and learners’ interests.

Psychological Foundations of Curriculum


Psychology provides a basis for the teaching and learning process. It unifies the elements of the learning process and some of the questions which can be
addressed by psychological foundations of education.

Three Major Groups of Learning Theories:

Behaviorist psychology - Edward Thorndike (which influence Tyler and Taba, the well known curricularists), Albert Bandura, Ivan Pavlov, B.F Skinner
Cognitive psychology - Consider that learning should be organizes in order that students can experience success in the process of mastering the
subject matter. The method is introduced in a step by step manner with proper sequencing of task which is viewed by other educational
psychologist as simplistic and mechanical. To the cognitive theorists, learning constitutes a logical method for organizing and interpreting learning.
Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory. Teachers use a lot of problem and thinking
skills in teaching and learning. These are exemplified by practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and
many more.
Humanistic psychology - Humanist psychologist are concerned with how learners can develop their human potential; the process not the products;
personal needs not the subject matter; psychological meaning and environmental situations.

In summary, psychology has great influence in the curriculum. Learners are not machines and the mind is not a computer. Humans are biological beings
affected by their biology and cultures. The psychological foundations will help curriculum makers in nurturing a more advanced, more comprehensive and
complete human learning.

Social Foundations of a Curriculum


Schools exist within the social context. Societal culture affects and shapes schools and their curricula.

In considering the social foundations of curriculum, we must recognize that schools are only one of the many institutions that educate society. The home,
the family, community, likewise, educates the people in the society. But schools are formal institutions that address more complex and interrelated
societies and the world.
Society as ever dynamic is a source of very fast changes which are difficult to cope with and to adjust to. Thus, schools are made to help to understand
these changes. In order for schools to be relevant, schools curricula should address diversity, explosion of knowledge, school reforms and education for all.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should reflect and preserve the culture of
society and its aspirations. At the same time, society should also imbibe the changes brought about by the formal institutions called schools.

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