UNIT 2 FOUNDATIONS OF CURRICULUM were Robert Hutchins and Mortimer Adler.

They believed that

humans are rational, and the aim of education is "to improve man
Philosophy is a form of thinking that is meant to guide question and
as man" (Hutchins, 1953).
to prescribe a way of life. Hence, every teacher, school head,
educational planner, curriculum writer, or even policy maker is Essentialism. Essentialism advocates instilling in students with the
expected to have a solid philosophical belief. In curriculum "essentials" or "basics" of academic knowledge and character
development, philosophy attends questions such as: Why should development. Its proponents were William Bagley (1974-1946),
citizens be educated? What subjects should be prioritized? and Arthur Bestor (19081994) and Admiral Hyman Rickover
What timely principles are imbibed in William Spady's Outcomes- (1900-1986). Essentialists believe that teachers should instill
based approach of teaching? traditional virtues such as respect for authority, fidelity to duty,
consideration for others and practicality.
Philosophy is the study of general and fundamental questions, such
as those about reason, existence, knowledge, values, mind, and Progressivism. Progressivists believe that children should learn as
language. In education, philosophy is used as a way of examining if they were scientists using the scientific method proposed by
the goals, forms, methods, and meanings of education. The Dewey ( 18841930). Significantly, it is related to present community
philosophy of education therefore pertains to the fundamental life as it focuses on the experiences, interests, and abilities of
analysis of the above-mentioned themes. students. It means that hands on experiences like fieldtrips and
internships are effective in skill acquisition. Since it is students-
PHILOSOPHICAL FOUNDATIONS
based, the teacher only facilitates in the learning process through
Branches of Philosophy new scientific, technological, and social developments. Since this
philosophy advocates a democratic curriculum, it highly regards
Metaphysics (Structure) — elucidates the nature of reality, of
accomplishments of all citizens regardless of race, cultural
what exists in the world, what it is like, and how it is ordered.
background, or gender.
Epistemology (Content) — is the study of knowledge. It is
Reconstructionism. Reconstructionist argue that students must
primarily concerned with what we can know about the world and
be taught how to bring about change. Pioneered by Theodore
how we can know it.
Brameld (1904-1987), reconstructionists claim that people must
Axiology (Value) — is the study of goodness or the worth of become active participants in changing their own status through
something or classifying things as good and how good they are. social action to change bring about social justice. Its belief is
anchored on the social sciences (such as history, political science,
Logic (Rational) — pertains to the nature and structure of economics, sociology, religion, ethics, poetry, and philosophy),
arguments. rather than the sciences. In terms of curriculum development, it
Educational Philosophies promotes rewarding experiences that contribute to D personal
growth, integrity, and autonomy among learners.
Perennialism. Perennial, which means everlasting or constant, is
based on the belief that some ideas have lasted over centuries
which are still relevant today. Proponents of this school of thought
Existentialism. Existence refers to the idea of what is served or is (classic conditioning) and developed the idea of
available in a plate. It can happen in variety of settings. Like Jean- Connectionism.
Paul Sartre (1905-1980), and Karl Jaspers (1883-1969), among Connectionism defines learning as a connection or association
others, existentialists focus on individuals and relationships: of an increasing number of habits.
relationships between learners, learner-teacher relationships, etc. It
helps learners develop their own values and understand themselves 2. Ivan Pavlov (1849-1936) -- was the first to demonstrate
within their own cultural context. It offers great deal of freedom to Classical Conditioning. He is best known for his experiment
pursue areas of interest and facilitates engagement with peers with salivating dogs which involves eliciting - an
through discussion that help them shape and clarify their individual unconditioned response by using previously neutral stimuli.
insights in a social context. Unconditioned stimuli create reflexes that are not "learned,"
but rather instinctual.
PSYCHOLOGICAL FOUNDATIONS
A psychological question which could be timely is "How can 3. James Watson (1878-1958) - strongly emphasized that
students demonstrate their optimal level of performance at the learning is observable or measurable, not cognitive. He was
verge of the challenges brought by the pandemic?" Psychology, widely known for his stance "nurture vs. nature" that
particularly, in terms of education, involves the learning process strengthened the argument for the influence of experiences
that every individual goes through, may it be social, emotional, or as opposed to genetics.
intellectual. Considerably, there are three psychological learning
theories that elucidate the mysteries on how an individual could 4. B. Frederick Skinner (1904-1990) - was one of the most
learn, namely behaviorism, cognitivism, and humanism. influential American psychologists. He began his research with
rats at Harvard, then with pigeons during WWII. His work led
Psychology which basically deals with the systematic way of looking
to the development of the Theory of Operant Conditioning-
into the mysteries of the mind can variably be defined in terms of
the idea that behavior is determined or influenced by its
leaning. Behaviorists would likely illustrate it as the techniques
consequence.
intended to manipulate another or others. Cognitivists, on the other
hand, would say that it is more of the mental processes, while Influences and Impact of Behaviorism on Curriculum
humanists would, above all, claim that it is the summation of a Development
person's actions, traits, attitudes,
1. The behaviorism-based curriculum
A. Behaviorism - tends to focus on conditioning or modifying 2. Connections should be built on students' positive experiences.
behavior through reinforcement and rewards. 3. Negative feelings can be identified and modified to positive
result.
Major Theorists:
4. Curriculum should be organized to master the subject matter.
1. Edward Thorndike (1874—1949) — is the father of modern 5. Highly prescriptive and diagnostic
educational psychology & founder of behavioral psychology 6. Structured curricular methods
He started his research with animals using stimulus-response
 7. Critics claim it be too mechanical over reliance on classical
conditioning.
B. Cognitive Psychology — focuses on students' developmental
stages, multiple forms of intelligence, problem solving, critical
thinking and creativity.
Major Theorists:
1. Maria Montessori (1870-1952) - founded the Psychiatric
Clinic at the University of Rome and taught "difficult" children
to read at a normal level. In 1906, she was asked to start a
progressive school for slum children of Italy in Casa dei
Bambini (Children's House). She focused on how sensory
stimulation from the environment that shapes thinking and
emphasized progressive child-centered approaches which
involved freedom within structure. She opposed behaviorists'
focus only on "doing" and. emphasize on looking and
listening that would claim that sensory stimulation from the
environment shapes thinking.

2. Jean Piaget (1896—1980) — suggested that intelligence

change as a child grows. A child's cognitive development is
not just acquiring knowledge as s/he has to develop or
construct a mental model of the world. Cognitive
development occurs through the. interaction of innate
capacities and environmental events as. children pass
through a series of stages.

3. Lev Vygotsky (1896-1934) — was, a Russian psychologist C. Phenomenology and Humanism — directly deals with the
widely known for his theory on sociocultural development. He learner's needs, attitudes and feelings.
believes that culture requires skilled tool (language, art,
counting ...a systems). Further, his theory on Zone of Major Theorists:
Proximal Development is about the difference between a 1. Abraham Maslow (1908)-1970) -- observed that humans
student's performance with help of a teacher and his/her are striving to control behavior and gratify themselves. He
performance independently. Learning. significantly occurs in proposed "the Hierarchy of Needs." According to this theory,
this zone.
 when lower needs are satisfied, individuals will be more The Educational Decree of 1863 was implemented in the colony
motivated to achieve the higher level. which required the establishment of one primary school for boys
and another for girls in each of the major town in the country.
2. Carl Rogers (1902-1987) — advocated the client-centered
The problems on education during this period were:
therapy, in which the teacher may not tell directly what to do
but create an atmosphere of opportunities for the learners. 1. the absence of government supervision on education
2. over-emphasis on religion
Influences and Impact of Humanist Psychology on
3. limited and irrelevant curriculum
Curriculum Development
4. obsolete teaching methods
A. Goals guide the educational thrust of the school, while the 5. poor classroom facilities
objectives provide a specific direction in the selection of 6. inadequate instructional materials
experiences to meet students' educational needs. 7. discrimination against Filipino students
B. Expectations of student achievement have been stated 8. absence of academic freedom
against a background of goals and objectives.
The Philippine Revolutionary Period
C. Learning experiences should be designed to allow practice of
the behaviors that the objective suggests. Schools during this period closed because of the upheaval, but
D. Learning experiences should express what the learner reopened on August 29, 1898 by the Secretary of the Interior.
believes he/she is expected to know. Consequently, President Aguinaldo ordered the opening of all
schools. Primary education was made free and compulsory, while
secondary education was provided by the government through the
SOCIO- HISTORICAL FOUNDATIONS
Burgos Institute of Malolos. Tertiary education was also provided
What historical event/s had the greatest impact to our country's by the government with the establishment of the Literary
teaching and learning practice? University of the Philippines in October 1898.
Precolonial Period The American Period
Pre-Hispanic Filipinos had no formal schools as it appeared oral, The United States of America ruled the Philippines for about fifty
practical and hands on. The very objective of education then was to years (1901-1946). The Americans used education as an
prepare children to become good husbands and wives, as well as to instrument to pacify the natives then colonized the archipelago.
become productive members of the community. The Taft Commission Act No 74 established the Philippine public-
school system for free education and teacher training. There was
The Spanish Era
wide recruitment of American teachers and compulsory religious
The friars established the parochial school in accordance with the instruction was abolished.
primary goal of colonial education under Spain to spread
On August 23, 1901, the first group of American teachers arrived
Christianity throughout the archipelago. During this period,
in Manila through the USS Thomas. Known as the Thomasites, they
education was only for Spanish students and privileged Filipinos.
were the first American teachers in the country aside from the
American soldiers. Through this initiative, the Filipinos learned to 2. Eradicate the old idea of the reliance upon the western nations
speak English and welcomed the American way of life. and to foster a new Filipino culture on the consciousness of
people as Orientals.
The University of the Philippines was created in 1908 under the Act
3. Endeavour to elevate the morals of the people giving up over
No. 1870 by the Philippine Commission and the Philippine
emphasis on materialism.
Assembly. It was also under the Americans that the Higher
4. Strive for the diffusion of the Japanese language in the
Education Institution (HEI) was encouraged to be established.
Philippines and to terminate the use of English in due course.
Correspondingly, promising Filipinos were given the opportunity by
5. put importance to the diffusion of Elementary Education and to
the American government to pursue higher education degrees in
the promotion of vocational education.
the United States.
6. Inspire the people with the spirit of love and labor.
President Quezon created the National Council of Education in
Major Changes in the Curriculum During the Japanese
1936 as an advisory body on education matters with Dr. Rafael
Period:
Palma as its first chairman. In the 1938, the National assembly
enacted a law providing for the establishment of national vocation 1. School calendar became longer that there was no summer
schools in different parts of the country. vacation for students and teachers.
2. The class size increased to 60 and the Japanese deleted anti-
President Quezon also issued his famous Code of Ethics which was
Asian opinions as well as the American symbols, poems, and
required to be taught in all schools. Educational Act of 1940
pictures from all instructional materials.
reduced the Elementary Levels from 7 years to 6 years. The
3. They banned the singing of American songs and Nihongo was
minimum age for grade I was raised to 7 years old, while the
used as means of introducing and cultivating love for the
calendar starts in July and ends in April.
Japanese culture.
The Japanese Occupation 4. The Department of Instruction became Ministry of Education.
5. Regulation and Supervision of public and private schools
The Japanese occupied Manila on January 3, 1942. From thereon,
belonged to the Bureau of Public and Private Schools.
the Japanese military administration issued a proclamation order
6. There was integration of Nationalistic and Democracy-Inspired
No. 2 in 1942 which enclosed the six basic principles of Japanese
educational system.
education in the country. In June 1942, schools were re-opened
and the Philippine executive commission established the
Commission of Education, Health and Public Welfare. The
Objectives of the Japanese Occupation:
Japanese-sponsored Republic created the Ministry of Education on
October 14, 1943. 1. Inculcate moral and spiritual values inspired by an abiding faith
in God.
Basic Principles of Japanese Education:
2. Develop an enlightened, patriotic, useful, and upright citizenry
1. Make people understand the position of the Philippines as a in a democratic society.
member of the greater East-Asia Co-Prosperity Sphere. 3. Conserve the National Resources.
4. Perpetuate our desirable values.
 5. Promote the science, arts, and letters for the enrichment of life Moreover, it was categorically stated in Section 5(5) under Article
and recognition of the dignity of the human person. XIV that the "State shall assign the highest budgetary priority to
education and ensure that teaching will attract and retain its
rightful share of the best available talents through adequate
remuneration and other means of job satisfaction and fulfillment."

XXX

LEGAL FOUNDATIONS
The ultimate law of the land, the 1987 Constitution, asserts
that, "the state shall protect and promote the right ofall citizens to
quality education at all levels, and shall take appropriate steps to
make such education accessible to all" (Article XIV, Section 1).
Evidently, the Philippine traditional value of stressing the
importance of education has been codified and incorporated into
the constitutions and laws of the country since its independence
from Spain, in 1898.
The first Philippine constitution of 1899, otherwise known as
the Malolos Constitution, even clearly stated in Article 23 that
"public education shall be free and obligatory in all schools of the
nation." The 1935 Constitution, on the other hand, specifically
under Article XIV, Section 5, stated that the government "shall
provide at least free primary instruction, and citizenship training to
adult citizens." The provision for free public elementary education
was retained under the 1943 Constitution adopted by the
Provisional government during the Japanese occupation. This was
carried over to the 1973 Constitution under the regime of Pres.
Ferdinand Marcos.
In the current constitution, which took effect during the term
of Pres. Corazon Aquino, several significant provisions on education
were embodied. Aside from the public elementary education, public
high school and secondary education were also made free.