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Lesson 4: Foundations of Curriculum Development

This document discusses the philosophical and historical foundations of curriculum development. It outlines four major philosophies that influence curriculum - perennialism, essentialism, progressivism, and reconstructivism. Each philosophy has different aims, roles for teachers, and curriculum focuses. The document also profiles several influential curriculum theorists from the 20th century like Franklin Bobbitt, William Kilpatrick, Harold Rugg, and Ralph Tyler. They contributed ideas around making curriculum scientific, child-centered, and focused on students' needs and interests. Curriculum development has evolved over time based on the work of these foundational thinkers.

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Jeric Espinosa Cabug
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1K views17 pages

Lesson 4: Foundations of Curriculum Development

This document discusses the philosophical and historical foundations of curriculum development. It outlines four major philosophies that influence curriculum - perennialism, essentialism, progressivism, and reconstructivism. Each philosophy has different aims, roles for teachers, and curriculum focuses. The document also profiles several influential curriculum theorists from the 20th century like Franklin Bobbitt, William Kilpatrick, Harold Rugg, and Ralph Tyler. They contributed ideas around making curriculum scientific, child-centered, and focused on students' needs and interests. Curriculum development has evolved over time based on the work of these foundational thinkers.

Uploaded by

Jeric Espinosa Cabug
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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LESSON 4

FOUNDATIONS OF CURRICULUM DEVELOPMENT


1. PHILOSOPHICAL FOUNDATIONS
 Educators, teachers, educational planners and policy
makers must have a philosophy or strong belief about
education and schooling and the kind of curriculum in the
teachers classrooms or learning environment.
 Philosophy of the curriculum answers questions:
1. What are schools for?
2. What subjects are important?
3. How should students learn?
4. What methods should be used?
5. What outcomes should be achieved? Why?
JOHN DEWEY
 The various activities in school are
influeneced in one way or another by a
philosophy. John Dewey influenced the use
of “Learning by Doing” he being a
pragmatist. Or to an essentialist, the focus
on the fundamentals of reading, writing
and arithmetic are essential subjects in the
curriculum.
There are many philosophies in
education but will only have few to
illustrate as presented by Ornstein
and Hunkins in 2004.
A. PERENNIALISM
 AIM:

To educate the rational persons; 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) Liberal arts


B. 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


C. PROGRESSIVISM
 AIM:

Promote democratic social living


 ROLE:

Teacher leads for growth and development of lifelong


learners
 FOCUS:

Interdisciplinary subjects. Learner-centered. Outcome-


Based.
 TRENDS:

Equal opportunities for all. Contextualized curriculum.


Humanistic education.
D. RECONSTRUCTIVISM
 AIM:

To improve and reconstruct society. Educatuon 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. Standards and
Competencies.
2. HISTORICAL FOUNDATIONS

 Where is curriculum development coming from? The


historical foundations will show to us the
chronological development along a timeline.
 Reading materials would tell us that curriculum
development started when FRANKLIN BOBBIT (1876-
1956) wrote the book “THE CURRICULUM” let us see
how each one contributed to curriculum development
during their own time.
FRANKLIN BOBBIT (1876-1956)

 Started the curriculum development movement


 Curriculum as a science that emphasize on
students’ needs
 Curriculum prepares learners for adult life
 Objectives and activities grouped together when
tast are clarified.
WERRET CHARTERS (1875-1952)

Like Bobbit, curriculum is science and


emphasizes students’ needs.
Objectives and activities should
match. Subject matter or content
relates to objectives.
WILLIAM KILPARTICK (1875-1952)

 Curriculaare purposeful activities which


are child- centered
 Thepurpose of the curriculum is child
development and growth. The project
method was introduced by Kilpatrick where
teacher and student plan the activities.
HAROLD RUGG (1886-1960)
 To
Rugg, curriculum should develop the
whole child. It is child-centered.
 Withthe statement of objectives and
related learning activities, curriculum
should produce outcomes.
 HaroldRugg emphasized social studies and
the teacher plans curriculum in advance.
HOOLIS CASWELL (1901-1989)
 Seescurriculum as organized around social functions
of themes, organized knowledge and learners
interest.
 Caswellbelieves that curriculum, instruction and
learning are interrelated.
 Curriculumis a set of experiences. Subject matter is
development around social functions and learners
interests.
RALPH TYLER (1902-1994)
 Asone of the hallmarks of curriculum, Tyler believes
that curriculum is a science and an extension of
schools philosophy . It is based on students needs and
interest
 To Tyler, curriculum is always related to instruction.
Subject matter is organized in terms of knowledge,
skills and values.
 The process emphasizes problem solving. The
curriculum aims to educate generalist and not
specialist.
HILDA TABA (1902-1967)

 Contributed to the theoretical and pedagogical


foundations of concepts development and critical
thinking in social studies curriculum.
 Helpedlay the foundation for diverse student
population.
PETER OLIVA (1992-2012)

 Described how curriculum change is a cooperative


endeavor
 Teachers and curriculum specialist constitute the
professional core of planners
 Significant improvement through group activity.

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