Lesson 2:

Different
Perspectives
about Curriculum
MILAGROS AUREA SABIDALAS, LPT, EdD
Desired Learning Outcomes
At the end of this module, the students
must be able to:
 
1. Define curriculum from different points of
view.
2. Analyze the significance of curriculum and
curriculum development in the teacher’s
classroom.
3. Discuss the different curricula existing in
the schools.
To have a picture of what curriculum
is Bilbao, et al. (2014) suggested that
education students taking up this
subject should read “The Sabre-
Tooth Curriculum” by Harold
Benjamin (1939) which they have
summarized in their book Curriculum
Development for Teachers.
https://www.youtube.com/watch?v=6hjTu0sbNFE
How is curriculum perceived?

• In a narrow sense, curriculum is

merely viewed as a listing of
subjects to be taught in school.

• In a broader sense, curriculum

is the total learning experiences
of individuals not only in
schools but also in society.
 In the Philippines, recommendations of several educational
initiatives like the Philippine Commission to Survey Philippine
Education (PCSPE), Survey of the Outcomes of Elementary
Education (SOUTELE) AND THE Philippine Commission for
Educational Reforms (PCER) focused on curricular renewal or
reforms.
 The National
Competency-Based
Teacher Standards
(NCBTS) became the
anchor of reforms in
education from the
basic to higher
education.
Curriculum from Different Perspectives
Traditional Point of View
In the early years of the
20th century, curriculum
was viewed as a body of
subjects or subject matter
prepared by the teachers
for the students to learn.
It was synonymous to the
“course of study” and
“syllabus”.
 Robert M. Hutchins views
curriculum as “permanent
studies” where the rules of
grammar, reading, rhetoric and
logic and mathematics for basic
education are emphasized.
Emphasis of basic education
should be the 3 R’s and liberal
education for the college.
Arthur Bestor, 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 also include
mathematics, science, history
and foreign language.
 Joseph Schwab believes that
discipline is the sole source of
curriculum; thus curriculum is divided
into chunks of knowledge called
subject areas in basic education
such as English, Mathematics,
Science, Social Studies, etc. In
college discipline may include
humanities, sciences, languages,
etc.
 Dr. Philip Phenix
believes that curriculum
should consist entirely of
knowledge which comes
from various disciplines.
 Academic discipline became the view of curriculum after the
cold war and race to space. Joseph Schwab, a leading curriculum
theorist, coined the term discipline as a ruling doctrine for
curriculum development. Curriculum should consist only of
knowledge which comes from disciplines which is the sole source.
 Curriculum can be viewed as a field of study. It is made up of its
foundations (philosophical, historical, psychological, and social
foundations); domains of knowledge and its research theories and
principles. Curriculum is taken as scholarly and theoretical and is
concerned with broad historical, philosophical and social issues and
academics.
 Most of the
traditional ideas view
curriculum as written
documents or a plan
of action in
accomplishing goals.
 
 .Progressive
Points of View of
Curriculum
 A listing of school
subjects, syllabi, course
of study, and list of
courses or specific
discipline do not make a
curriculum. These can
only be called curriculum
if the written materials
are actualized by the
learner.
 Curriculum is the total
learning experiences of the
individual. This definition is
anchored on John Dewey’s
definition of experience and
education. He believed that
reflective thinking is a means
that unifies curricular elements.
Thought is not derived from
action but tested by
application.
 This definition is shared by Smith, Stanley,
and Shores when they defined curriculum as
“a sequence of potential experiences set up
in the schools for the purpose of disciplining
children and youth in group ways of thinking
and acting.”
Marsh and Willis view
curriculum as all the
“experiences in the
classroom which are
planned and enacted
by the teacher, and
also learned by the
students.”
Points of View on Curriculum
Development
 
Based on the different
definitions and concepts given, it is
clear that curriculum is a dynamic
process. Development connotes
changes which are systematic. A
change for the better means any
alternation, modification or
improvement of existing condition.
To produce positive changes,
development should be purposeful,
planned and progressive. This is
how curriculum evolves.
 Types of
Curriculum
Operating in
 
Schools
 Allan Glatthorn (2000)
describes seven types of
curriculum operating in
schools:
Written Curriculum-appears in
school, district, division or
country documents
This includes documents, course of
study or syllabi handed down to the
schools, district, division,
departments or colleges for
implementation. Most written
curricula are made by curriculum
experts with participation of teachers.
These were pilot- tested in sample
schools.
Taught Curriculum-what teachers
deliver or implement in the
classrooms and schools
The different planned activities which
are put into action in the classroom
compose the taught curriculum. These
are varied activities that are
implemented in order to arrive at the
objectives of the written curriculum.
These are used by the learners with
the guidance of the teachers. Taught
curriculum varies according to the
learning styles of the students and the
teaching styles of the teachers.
Support Curriculum-resources-textbooks, computers, audio- visual
materials which support and help in the implementation of the
curriculum.

Successful teaching is realized with

the help materials supporting the
implementation of the written
curriculum. These include the
textbooks, computers, audio-visual
materials, laboratory equipment,
playgrounds and other facilities.
Support curriculum should enable
each learner to achieve real and
lifelong learning.
Learned Curriculum—what the students actually learn and what is measured.
 
The learning outcomes achieved by the students. Learning outcomes are
indicated by the results of tests and the changes in their behavior which can be
cognitive, affective or psychomotor.
Hidden Curriculum – the
unintended curriculum.
This is the curriculum which is
not deliberately planned but
may modify behavior or
influence learning outcomes.
Peer influence, school
environment, physical
condition, teacher-learner
interaction, mood of the
teachers, etc. make up the
hidden curriculum.
Activity 1:
 
Based on what you’ve learned from this lesson, answer the
following questions.

1. How do traditionalists view curriculum?

Cite instances where these perceptions are
observed in the basic education curriculum
(K to 12) and in the tertiary education
curriculum.
2. How do progressivists view
curriculum? Cite instances where
these perceptions are observed in
the basic education curriculum (K to
12) and in the tertiary education
curriculum.
Activity 2 . Small Group Sharing

1.1. In your own analysis, does

the Saber-tooth curriculum still
exist today?

1.2. What kind of curriculum is

depicted in the story? Support
your answer.
1.3. The author said
“Curriculum should be
timeless.” What does he
mean? Cite the part of the
story recounting this.

1.4. Describe how the

Philippine education system
currently apply this
(Curriculum is timeless).