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Neil

The document discusses different perspectives on curriculum. It defines curriculum broadly as all learning experiences undergone by students in school, including planned lessons as well as co-curricular activities. The document outlines traditional views of curriculum that focused on core academic subjects like mathematics, science, history, and emphasizes the role of disciplines as the basis for curriculum. It also discusses how definitions of curriculum have evolved and diversified over time due to varying philosophical and cultural influences.

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May Anne Almario
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268 views18 pages

Neil

The document discusses different perspectives on curriculum. It defines curriculum broadly as all learning experiences undergone by students in school, including planned lessons as well as co-curricular activities. The document outlines traditional views of curriculum that focused on core academic subjects like mathematics, science, history, and emphasizes the role of disciplines as the basis for curriculum. It also discusses how definitions of curriculum have evolved and diversified over time due to varying philosophical and cultural influences.

Uploaded by

May Anne Almario
Copyright
© © 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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•Jeremiah 29:11

–For I know the plans I have for you,


declares the LORD, plans for
welfare and not for evil, to give you
a future and a hope
MODULE:2 THE
TEACHER AS A
KNOWER OF
CURRICULUM
• Read today’s headlines
• 1. “Philippines Shift to K to 12 Curriculum”
• 2. “Nature Deficit Syndrome On the Rise Among
School Children”
• 3. “Teachers are Reluctant to Teach Beyond The
Written Curriculum”
• 4. “Co-curricular Activities: Learning Opportunities
or Distraction?”
• 5. “Parents Get Involved in School Learning”
•Each member of society seems to view
school curriculum differently, hence there
are varied demands on what schools
should do and what curriculum should be
taught.
•Some would demand reducing content and
shifting emphasis to development of
lifelong skills.
•Others feel that development of character
has been placed at the back seat of some
schools.
•More debates are emerging on the use of
languages in the classroom. Should it be
the mother tongue, the national language
or the global language?
• Whether curriculum is taken in its narrow view as
a listing of subject to be taught in schools or
broadly as all learning experiences that individuals
undergo while in school, we cannot deny the fact
that curriculum should be understood by teachers
and other stakeholders for curriculum affects all
teachers, students, parents, politicians, businessmen,
professionals, government officials or even the
common people.
•The word “curriculum” originates from the
Latin Word CURRERE referring to the oval
track upon which roman Chariots raced.
•CURRERE has four parts
–Regressive - is meant to take time to reflect
on your past educational experiences.
–Progressive -you must think about your
future.
–Analytical - meant to analyze your
present day educational experiences.
–Synthetic - You should use the
knowledge and understanding of the
first three steps in order to create a
more advanced educational
environment.
•The new International Dictionary defines
curriculum as “the whole body of course
in an educational institution or by a
department”
•The Oxford English Dictionary defines
curriculum as “courses taught in schools
or universities”
• Numerous definitions indicate dynamism which
connotes diverse interpretations as influenced by modes
of thoughts, pedagogies, philosophies, political as well as
cultural perspectives. Here are some of them
• Some Definitions of Curriculum
–1. “Curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated through the
systematic reconstruction of knowledge and experiences
under the auspices of the school, for the learners’
continuous and willful growth in personal social
competence” (Daniel Tanner, 1980)
–2. It is written document that systematically
describes goals planned, objectives, content
learning activities, evaluation procedures and so
forth. (Pratt, 1980)
–3. The contents of a subject, concepts and task
to acquired, planned activities, the desired
learning outcomes and experiences, product of
culture and an agenda to reform society make
up a curriculum. (Schubert, 1987)
–4. A curriculum includes “all of the experiences that
individual learners have in a program of education
whose purpose is to achieve broad goals and related
specific objectives, which is planned in terms of
framework of theory and research or past and
present professional practice. (Hass, 1987)
–5. It is a programme of activities (by teachers and
pupils) designed so that pupils will attain so far as
possible certain educational and other schooling ends
or objectives. (Grundy, 1987)
–6. It is a plan that consists of learning
opportunities for a specific time frame and
place, a tool that aims to bring about
behavior changes in students as a result of
planned activities and includes all learning
experiences received by students with the
guidance of the school. (Goodland and Su,
1992).
• Some points of view of other curricularist
–Since the concept and meaning of curriculum are
shaped by a person’s point fo view, this has
added to fragmentation, and some confusion.
–However when put together, the different
definitions from diverse points of view, would
describe curriculum as dynamic and perhaps
ever changing.
• Curriculum from Traditional point of View
–the traditional points of view of curriculum were
advanced by Robert Hutchins, Arthur Bestor, and
Joseph Schwab.
• Robert M. Hutchins views curriculum as “permanent
studies” where rules of grammar, reading, rhetoric, logic
and mathematics for basic education are emphasized. The
3Rs (Reading, Writing, ‘rithmetic) should be emphasized in
basic education while liberal education should be emphasis
in college.
•Arthur Bestor as an essentialist
believes that the mission of the school
should be intellectual training, hence
curriculum should focus on the
fundamental intellectual disciplines of
grammar, literature and writing. It
should include mathematics, science
and history and foreign language.
•Joseph Schwab thinks that the sole
source of curriculum is a discipline, thus
the subject areas such as Science,
Mathematics, Social Studies, English and
any more. In college, academic disciplines
are labelled as humanities, sciences,
languages, mathematics among others. He
coined the word discipline as a ruling
doctrine for curriculum development.
•Philip Phenix asserts
that curriculum should
consist entirely of
knowledge which comes
from various disciplines.

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