Philosophical, Psychological, Social,

Historical
Foundations of Curriculum
Rachel Ann L. Reyes
E-LEARNING PROFESSOR
 Foundations are the forces that
influence the minds of curriculum
developers.
In this way they affect the content
and structure of the curriculum.
The curriculum reflects the society
and culture of a country and this is
the desire of a society that their
children should learn the habits,
ideas, attitudes and skills of the
adult society and culture and
educational institutional are the
proper way to impart these skill.
This duty of teacher and school to
discipline the young of the society
and provide them the set of
experiences in the form of
curriculum.
The needs, knowledge and
information of the society provide
foundation in the formation of
curriculum.
 Major
Foundatio
ns of
Curriculum
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
 PHILOSOPHICAL FOUNDATIONS of CURRICULUM

Philosophy provides educators, teachers

and curriculum makers with framework for
planning, implementing and evaluating
P curriculum in schools. It helps in answering what
hi Philosophical Foundations
school are for, what subjects are important, how
lo
so
pi
of Curriculum
students should learn and what materials and
methods should be used. In decision making,
ca philosophy provides the starting point and will
l be used for the succeeding decision making.
The philosophy of a curriculum planner,
implementer or evaluator reflects his or her life
experiences, common beliefs, social and
economic background and education.
 Suggestions
from
Subject
Specialists

P Studies of Studies of
Contemporary
hi Ralph Tyler’s framework
Learners
School
shows that Life
lo
so
pi
philosophy is onePurpose
of the five criteria in
s
ca
l selecting educational purposes.

Use of
Use of
Psychology
Philosophy
of Learning

Tyler’s View of Philosophy in

Relation to School Purposes
 Four Educational Philosophies

Perennialis Essentialis
P
m m
hi
lo
so
pi
ca
l
Progressivis Reconstructio
m -nism
 Four Educational
Philosophies
a. Perennialism
• To educate the rational person;
Aim
of
Educ
• To cultivate the intellect
ation
P
hi
lo Role • Teachers help students think with reason
of
so Educ
ation
pi
ca
l Focu • Classical subjects, literary analysis and
s in
the
Curri
curriculum is constant
culu
m

Curri
• Use of great books and return to liberal
culu
m arts
Tren
ds
 Four Educational
Philosophies
b. Essentialism
• To promote the intellectual growth of the individual
Aim
of and educate a competent person
Educ
ation
P
hi • The teacher is the sole authority in his or her subject
lo Role
of area or field of specialization.
so Educ
ation
pi
ca • Essential skills of the 3 R’s and essential subjects of
l Focu
s in English, Science, History, Math and Foreign
the
Curri Language.
culu
m

Curri • Excellence in education, back to basics and cultural

culu
m
literacy
Tren
ds
 Four Educational
Philosophies
c. Progressivism

Aim • To promote democratic and social living

of
Educ
ation
P
hi • Knowledge leads to growth and development of lifelong
lo Role
learners who actively learn by doing
of
so Educ
ation
pi
ca • Subjects are interdisciplinary, integrative and interactive.
l Focu
s in Curriculum is focused on students’ interests, human
the
Curri problems and affairs
culu
m

Curri • School reforms, relevant and contextualizes curriculum,

culu humanistic education
m
Tren
ds
 Four Educational
Philosophies
d.
Reconstructionism
• To improve and reconstruct the society
Aim
of • Education for change
Educ
ation
P
hi • Teachers act as agents of change and reform in
lo Role

so
of various educational projects including research
Educ
ation
pi
ca
l Focu • Focus on present and future trends and issues
s in
the of national and international interests.
Curri
culu
m

Curri
• Equality of educational opportunities in
culu
m education; access to global education
Tren
ds
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
 Curriculum
Theorists •Franklin Bobbit (1876-1956) -
presented curriculum as a
science that emphasizes on
H students' need. Curriculum
is Historical Foundations
prepares for adult life.
o
t
of
ri Curriculum
c
al •Werret Charters (1875-1952)
- considered curriculum also
as a science which is based
on students' need and the
teachers plan the activities.
 Curriculum
• Theorists
William Kilpatrick (1871-1965)
– viewed curriculum as
purposeful activities which are
H child-centered. The purpose of
is curriculum is child development
t and growth.
o
ri
c
al •Harold Rugg (1886-1960) -
Curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the lesson
in advance.
 Curriculum
Theorists
•Hollis Caswell (1901-1989)
- sees curriculum as
H organized around social functions
is
t of themes, organized knowledge
o and earner's interests.
ri
c
al
• Ralph Tyler (1902-1994)
- believes that curriculum is a science
and an extension of school's
philosophy.
 Historical
Foundations of
Curriculum
H The historical development shows the different
is changes in the purposes, principles and content of
t
the curriculum. The different changes are
o
ri
influenced by educational philosophy, psychology
c and pedagogical theories.
al This implies that curriculum is ever changing
putting in knowledge and content from many
fields of discipline.
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
 Psychological Foundations of
Curriculum

P
s Psychology provides a basis for the teaching and
y learning process. It unifies the elements of the
c learning process and some of the questions which
h can be addressed by psychological foundations of
ol
education.
o
gi
c Three major groups of learning theories:
al 1. Behaviorist Psychology
2. Cognitive Psychology
3. Humanistic Psychology
 1. Behaviorist Psychology
• Edward Thorndike (which influenced
Connectionism Tyler and Taba, the well known
curricularists)
P - consider that learning should be organized
s
y
inClassical
order that •students
Ivan Pavlov can experience
Conditioning
c success in the process of mastering the
h subject matter.
Operant • B.F. Skinner
ol
TheConditioning
method is introduced in a step by step
o
gi manner with proper sequencing of task
• Albert Bandura
c Modeling and
al
which istheory
Observation viewed by other educational
psychologist as simplistic and mechanical.
Hierarchical • Robert Gagne
Learning
 2. Cognitive Psychology
- Cognitive
To the cognitive theorists, learning
constitutes • Jeanmethod
Developmenta logical Piaget for organizing
Stages
P and interpreting learning.
s - Learning
y
Social is rooted in the tradition of
• Lev Vygotsky
Constructivism
c subject matter and is similar to the
h cognitive development theory.
Multiple • Howard Gardner
ol
o
- Teachers
Intelligences
use a lot of problem and thinking
gi skills in teaching and learning. These are
c Learning Styles by • Felder and Silverman
al
exemplified practices like reflective
thinking, creative thinking, intuitive
thinking,
Emotional discovery
• Daniellearning
Goleman and many
Intelligences
more.
 3. Humanistic Psychology

• Where learning can be explained in

terms of wholeness of the problem and
P Gestalt where environment is changing and the
s Theory learning is continuously recognizing
y his/her perception
c
Humanist psychologist are concerned
h with how learners can develop their
ol Abraham
human potential;
• Theory the process
of human needs not the
for self-
o actualizing person
gi
Maslow
products; personal needs not the
c subject matter; psychological meaning
al
and environmental situations.
Carl • Non-directive lives
Roger
 In Summary, psychology has great
influence in the curriculum. Learners
P are not machines and the mind is not
s a computer. Humans are biological
y
c
beings affected by their biology and
h cultures.
ol The psychological foundations will
o
gi help curriculum makers in nurturing
c a more advanced, more
al
comprehensive and complete human
learning.
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
 Social Foundations of
Education

Schools exist within the social context . Societal culture

S affects and shapes schools and their curricula.
o
ci In considering the social foundations of curriculum, we
must recognize that schools are only one of the many
a
institutions that educates society. The home, the family,
l 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 of
Education
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
S changes. In order for schools to be relevant, schools
o curricula should address diversity, explosion of
ci knowledge, school reforms and education for all.
a
l The relationship 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. At the same time, society should also
imbibe the changes brought about by the formal
institutions called schools.