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Changing Conceptions of Curriculum

This document discusses different conceptions of curriculum and how they have changed over time. There are mainstream approaches like the academic ideology, which focuses on teaching important knowledge, and the social reconstructionist ideology, which connects societal issues to learning. There are also learner-centered and technological ideologies. Non-mainstream approaches discussed include feminist pedagogy and outcomes-based education. Different authors have proposed typologies of curriculum approaches, such as McNeil's humanistic, social reconstruction, systemic, and academic models or Pratt's cultural transmission, social transformation, individual fulfillment, and feminist pedagogy frameworks. Conceptions of curriculum are influenced by societal, political, and technological changes.

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166 views24 pages

Changing Conceptions of Curriculum

This document discusses different conceptions of curriculum and how they have changed over time. There are mainstream approaches like the academic ideology, which focuses on teaching important knowledge, and the social reconstructionist ideology, which connects societal issues to learning. There are also learner-centered and technological ideologies. Non-mainstream approaches discussed include feminist pedagogy and outcomes-based education. Different authors have proposed typologies of curriculum approaches, such as McNeil's humanistic, social reconstruction, systemic, and academic models or Pratt's cultural transmission, social transformation, individual fulfillment, and feminist pedagogy frameworks. Conceptions of curriculum are influenced by societal, political, and technological changes.

Uploaded by

loryel dnsc
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Changing Conceptions of

Curriculum
What are Conceptions of Curriculum
• Conceptions of curriculum refer to a “particular
purpose of education with appropriate content
and organization” (Sowell, 2005, p.38).
Why are they important?
• They classify theories and beliefs about
curriculum development into different ideologies
that help educators develop different approaches
to education.
Mainstream Approaches
Academic Ideology
• Preferred by many educators “and seems likely to
endure”

• Curriculum reflects the important pieces of


knowledge deemed necessary for contributing to
society. Focuses on understanding knowledge of
different disciplines
Social Reconstructionist Ideology
• “Societal needs dominate both subject matter and
individual needs. Content comes from societal
issues”

• Purpose of curriculum is to connect social,


political, economic, and environmental problems
of local, national, and global society to the goals
of students.
Learner Centered Ideology
• Focus is on developing individuals to their fullest
potential.

• It is student centered and many educators are


recognizing the value in learning through
personal experience.
Technological Ideology
• Focuses on the “how” of education as opposed to
the “what”

• The use of technology is one of the ways


educators implement this approach.

• Mastery of learning was derived from this


ideology.
Factors that affects these ideologies
• societal views and needs
• politics
• governmental changes and laws
• psychological studies and philosophical beliefs
• academic studies and new ideas
• war or recession
• changes in technology.
Non-Mainstream
Approaches
Feminist Pedagogy
• A theory of teaching and learning that integrates
feminist values with related theories and research
on teaching and learning.

• Reached its high point in late 19th century after


which it came under increasing attack in
philosophical circles.
Outcomes Based Education
• An educational theory that based around goals
(outcomes).

• There was considerable controversy and concern


From Various Authors’
Perspectives
McNeil
1. Humanistic

2. Social Reconstruction

3. Systemic

4. Academic
McNeil: Humanistic
• Purpose of curriculum is to provide experiences
for individual learners that promote personal
autonomy and growth. Content is related to
individual interests and needs.

• Teacher is a facilitator.
McNeil: Social Reconstruction
• Emphasizes the overall goal of change in terms of
schools and society.

• Students take action to advocate for change.


McNeil: Systemic
• A systems controlled type of curriculum, there is
uniformity in what gets learned.

• Control is dominant, accountability is big,


standards and goals are set, and individual
achievement is measured.
McNeil: Academic
• This is a knowledge approach to curriculum.

• The knowledge that is gained from all these


concepts as a whole enhances overall knowledge
and increases overall understanding of
knowledge.
Pratt
1. Cultural Transmission

2. Social Transformation

3. Individual Fulfillment

4. Feminist Pedagogy
Pratt: Cultural Transmission
• Focuses on cognition—”knowledge and intellectual
skills”

• The stress is put on traditional disciplines and on


the communication of this information through
words.
Pratt: Social Transformation
• Emphasizes the role of the teacher in helping
create a better world for our future and to impact
future society.

• In some cases, the emphasis is placed on teaching


subject matter as it relates to "understanding,
anticipation, intention, and participation"
Pratt: Individual Fulfillment
• Stresses the need to allow students to find their
own way and recognize their own self-identity.

• Teachers must consider the questions or


experiences that they can incorporate into other
subjects.
Pratt: Feminist Pedagogy
• Revolves around the idea that men and women
have different "modes of thought and action“

• Encourages people to think differently.


References
https://prezi.com/8dodotbk3ikj/conceptions-of-
curriculum/
https://create.piktochart.com/output/9216990-
conceptions-of-curriculum
https://ryanmichaeloducado.wordpress.com/2015/0
3/30/conception-of-curriculum/

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