a.

The Teacher as
a Curricularist
b. Foundations of
Curriculum
LESSON 2
The Teacher as a Curricularist……..
Teacher’s role in school is very complex. Teachers
do a series of interrelated actions about curriculum,
instruction, assessment, evaluation, teaching and
learning. A classroom teacher is involved with
curriculum continuously all day. But very seldom
has a teacher been described as curricularist.
The Teacher as a Curricularist……..

Knows the Writes the Plans the

Curriculum Curriculum Curriculum
(KNOWER) (WRITER) (PLANNER)
The Teacher as a Curricularist……..

Initiates the Innovates the

Curriculum Curriculum
(INITIATOR) (INNOVATOR)

Implements the Evaluates the

Curriculum Curriculum
(IMPLEMENTOR) (EVALUATOR)
Foundations of Curriculum
Foundations are the forces that influence
the minds of curriculum developers. In the
way they affect the content and the
structure of the curriculum.
Foundations of Curriculum

Philosophical Psychological

Historical Social
Philosophical Foundations
Four Educational Philosophies:
Perennialism
Essentialism
Progressivism
Reconstructionism
Philosophical Foundations
A. Perennialism (Plato, Aristotle, Thomas Aquinas)
Aim: To educate the rational person; cultivate intellect
Role: Teachers assist students to think with reason (critical
thinking: HOTS)
Focus: Classical subjects, literary analysis
Trends: Use of great books (Bible, Koran, Classics) and
Liberal Arts
Philosophical Foundations
B. Essentialism (William Bagley)
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
Philosophical Foundations
C. Progressivism (John Dewey)
Aim: Promote democratic social living
Role: Teacher leads for growth and development of lifelong
learners.
Focus: Learner-centered, Outcome-based
Trends: Equal opportunities for all, Contextualized
curriculum, Humanistic education
Philosophical Foundations
D. Reconstructionism (Theodore Brameld)
Aim: To improve and reconstruct society. Education for
change
Role: Teacher acts as agent of change
Focus: Present and future educational landscape.
Trends: School and curricular reform, Collaboration and
Standards and Competencies.
Historical Foundations
The historical development shows the different
changes in the purposes, principles and content of the
curriculum. the different changes are influenced by
educational philosophy, psychology and pedagogical
theories.
Historical Foundations
Franklin Bobbit
Presented curriculum as a science that emphasizes on students need
and that curriculum prepares learners for adult life.
Werret Charters
Considered curriculum as a science which is based on students’ need
and the teachers plan the activities.
Objectives and activities should match. Subject matter relates to the
objectives.
Historical Foundations
William Kilpatrick
The purpose of the curriculum is child development and growth.
He introduced this project method where teacher and student plan
the activity.
Harold Rugg
Curriculum should develop the whole child. It is child-centered.
With the statement of objectives and related learning activities,
curriculum should produce outcomes.
Historical Foundations
Hollis Caswell
Curriculum is set of experiences. Subject matter is developed
around social functions and learners interest.
Ralph Tyler
Curriculum is always related to instruction. Subject matter is
organized in terms of knowledge, skills, and values.
The process emphasizes problem solving. Curriculum aims to
educate generalists and not specialists.
Historical Foundations
Hilda Taba
She contributed to the theoretical and pedagogical foundations of
concepts development and critical thinking in social studies curriculum
Taba defines ‘curriculum’ as a document containing a statement of the
aims and of the specific objectives.
Peter Olivia
He described curriculum change as a cooperative endeavor.
Significant improvement is achieved through group activity.
Psychological Foundations
Psychology provides a basis for the teaching
and learning process. It unifies the elements of
the learning process and some of the questions
which can be addressed by psychological
foundations of education.
Three major groups of learning
theories..

1. Behaviorist Psychology
2. Cognitive Psychology
3. Humanistic Psychology
Behaviorist Psychology..
Learning should be organized in order that students can
experience success in the process of mastering of the
subject matter.
The method is introduced in a step by step manner with
proper sequencing of task which is viewed by other
educational psychologist as simplistic and mechanical.
Cognitive Psychology…
To the cognitive theorists, learning constitutes a logical
method for organizing and interpreting learning.
Teachers use a lot of problem and thinking skills in
teaching and learning. These are exemplified by
practices like reflective thinking, creative thinking,
intuitive thinking, discovery learning and many more.
Humanistic Psychology…
Humanist psychologist are concerned with how
learners can develop their human potential; the
process not the products; personal needs not the
subject matter; psychological meaning and
environmental situations.
Social Foundations
School exist within the social context. Social culture affects and
shapes schools and their curricula.
In considering the social foundations of curriculum, we must
recognize that schools are only one of the many institutions that
educates society.
The home, the family, community, likewise, educate the people in the
society. But schools are formal institutions that address more
complex and interrelated societies and the world.
Social Foundations
Society as ever dynamic is a source of a very fast
changes which are difficult to cope with and to adjust to.
Thus, schools are made to help to understand these
changes.
In order for schools to be relevant, schools curricula
should address diversity, explosion of knowledge, school
reforms and education for all.
Social Foundations
The relationships of curriculum and society is
mutual and encompassing.
Hence, to be relevant, the curricula should
reflect and preserve the culture of society and its
aspirations.
Social Foundations
At the same time, society should also imbibe the
changes brought about by the formal institutions
called schools.