9/23/2020

TOPIC 2:
PHILOSOPHICAL
FOUNDATIONS OF
CURRICULUM

E-TUTORIAL 2
DR LIM PECK CHOO
peckchoo@oum.edu.my

TOPIC OUTLINE

• Definition of educational philosophy

• Educational Philosophies:
Western Eastern
 Perennialism  Al Farabi
 Essentialism  Confucius
 Progressivism  Tagore
 Reconstructionism

THINK ABOUT IT
• Why might the study of philosophy be particularly
important to educators?

• Which branch or branches of educational philosophy

would you want to emphasize in your classroom?
Why?

• In terms of content and methods, what are the

differences among perennialism, essentialism,
progressivisim and reconstructionism?

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PHILOSOPHY: DEFINITION
• Combination of two Greek words:
Philos (love) + Sophia (wisdom) = Love of wisdom

• It involves the quest for truth e.g. pursuit of

unfolding the mystery of the universe, birth
and death, sorrow and joy.

• It is a search for a general understanding of

values and reality.

contd…
• It is a comprehensive system of ideas about
human nature and the nature of the reality we
live in.

• It is a guide for living, because the issues it

addresses are basic and pervasive, determining
the course we take in life and how we treat other
people.

• All the aspects of human life are influenced and

governed by philosophical consideration.

QUESTION

What do you understand by

the word ‘educate’?

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EDUCATION: DEFINITION
• is derived from educare (Latin) "bring up", which is related
to educere "bring out", "bring forth what is within", "bring
out potential" and ducere, "to lead".

• is any act or experience that has a formative effect on the

mind, character or physical ability of an individual.

• is the process by which society deliberately transmits its

accumulated knowledge, skills and values from one
generation to another.
Socrates argued that education was about
drawing out what was already within the
student.

EDUCATIONAL PHILOSOPHY
Philosophy of education is the study of
questions such as:

• What is education?
• What is the purpose of education?
• What does it mean to know something?
• What is the relationship between education
and society?

contd…

The philosophy of education recognises that the

development of a civil society depends on the
education of the young as:

• responsible
• thoughtful
• enterprising citizens

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PHILOSOPHY AND CURRICULUM

Philosophy is central to curriculum as it:
• provides educators/teachers/curriculum makers with
frameworks for planning,
implementing and
evaluating curriculum in school.
• helps in determining
what schools are for,
what subjects have value,
how students learn and
what materials and methods to use

contd…
• clarifies
 educational goals,
 suitable content,
 teaching and learning processes, and
 the experiences and activities the schools should emphasize
• provides the basis for deciding which
 textbooks to use,
 how to use them,
 how much homework to assign,
 how to test students and use the test results and
 what courses and subjects to emphasize

contd…

Philosophy is the beginning point in

curriculum decision making and the basis
will be used for ALL subsequent
decisions. Philosophy becomes the
criterion for determining the aims, means
and ends of curriculum. It is crucial for
nearly all decisions regarding teaching
and learning.

Goodlad, 1979

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EDUCATIONAL PHILOSOPHIES
Four educational philosophies:

• Perennialism
• Essentialism
• Progressivism
• Reconstructionism

PERENNIALISM

• Curriculum at the elementary level stresses the 3

R’s as well as moral and religious training
• Curriculum at the secondary level stresses subjects
such as Latin, Greek, logic and geometry
• As a philosophy of education perennialism relies on
the past and stresses traditional values
• It emphasizes knowledge that has stood the test of
time and cherished values of society

PERENNIALISM

• Human nature is constant and humans have the

ability to reason and to understand nature’s
universal truths.

• The goal of education is to develop the rational

person and uncover universal truths by developing
students’ intellect and moral character.

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PERENNIALISM: CURRICULUM
Characteristics:
• is subject-oriented
• emphasizes thinking, reasoning and general
knowledge
• relies on defined disciplines of logically organized
body of content, emphasizing language, literature,
mathematics and science
• views teachers as authorities in their fields and they
(teachers) stimulate discussions and students’
rational powers.

PERENNIALISM: CURRICULUM

• draws on Socratic method of teaching: oral

exposition, lecture and explication.

• advocates ONE curriculum for ALL students –

few electives or vocational or technical subjects

• focuses on character training as a means to

developing the student’s moral and spiritual being.

ESSENTIALISM
• instills in students with the ‘essentials’ or ‘basics’ of
academic knowledge/core knowledge and character
development
• emphasizes mastering the skills, facts and concepts that
form the basis of the subject matter especially science
(content)- deemphasizing process
• stresses that teacher is a master of a particular subject and
is a model worthy of emulation.
• views the teacher as responsible for the class who decides
on the curriculum with minimal students input.
• sees the teacher as a respected authority, and exhibits high
standards, and expects the same from students.

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ESSENTIALISM

• emphasizes academics (not play) and cognitive thinking

(not the whole child)
• is a back-to basics movement – emphasizing reading,
writing, and mathematics
• stresses that the goal of education is to transmit society’s
shared knowledge and traditional values to students so that
they become model citizens
• emphasizes educational excellence- cognitive achievement
is stressed along with rigorous grading, testing and
discipline.

PROGRESSIVISM
• Education must be based on the fact that humans are by
nature social and learn best in real-life activities with other
people- learners should work with others /schools nurture
cooperation and self discipline
• Students learn skills for democratic living which includes
problem solving and scientific thoughts
• Education is a process of growth and experimentation in
which thought and reason are applied to the solution of
problems.
• Role of education is to transmit society’s identity by
preparing young people for adult life.

PROGRESSIVISM
• was established from 1900s -1940s
• stresses that learners should realize their interest
and potential
• emphasizes exposing learners to activities that relate
to the real life situations of students ‘learning by
doing’.
• little need to focus on fixed body of knowledge
since reality is constantly changing.
• emphasizes how to think rather than what to think.

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PROGRESSIVISM

• views teachers as ‘leaders of group activities’ and

students analyze and interpret data and to draw
their own conclusions
• focuses on learners rather than subjects/content
• emphasizes activities and experiences rather than
verbal or mathematical skills
• encourages cooperative group learning rather than
competitive individual learning

PROGRESSIVISM
Progressivists oppose:
• Authoritarian teaching
• Overreliance on textbook methods
• Memorization of factual data by constant drill/rote
learning
• Static aims and materials that fail to take account of
a changing world
• Intimidation or corporal punishment as a form of
discipline
• Attempts to separate education from individual
experiences and social reality

RECONSTRUCTIONISM

• Was established in 1930s-1960s

• Favours reform and that students must be taught
how to bring about change.
• Teachers and students must improve society.
• Curriculum must be transformed in keeping with a
new social-economic-political education and must
incorporate reform strategies.
• Curriculum based on social issues is ideal.

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RECONSTRUCTIONISM
• Analysis, interpretation and evaluation of problems
are insufficient: teachers and students must effect
change.
• Critical pedagogy which is rooted in
reconstructionist philosophy begins with the idea
that students have the capacity to think, question and
be critical
• Students must be viewed as a major resource for
promoting and protecting democracy.

Ornstein & Hunkins (2013) Overview of Educational Philosophies

Comparison of attributes of educational philosophies

Eastern Philosophy

Al-Farabi
Confucius Tagore

Education should:
-- aim at the acquisition of values,
knowledge & practical skills
--emphasize importance of discourse
as a means instruction
--be made appropriate for the level
of learners
Al Farabi
(AD 872-950)

Curriculum should emphasise:

-- educational objective and not for listing sake
-- Mathematics as it leads to path of precision and clarity
-- educational games and the role of play in human activity

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Education should:
• play a FUNDAMENTAL role in the
development of society and
individuals alike
• produce competent and virtuous
individuals who can change human
society
Confucius • focus on observation and reflection
(551-479 BC)

Curriculum should emphasise:

-- moral instruction
-- Imparting of knowledge

Education should:
• aim for all-round development
of individuals through
interaction and union with the
environment
• emphasized self-motivation
Tagore
(1861-1941) rather than disciple
Curriculum should:
• Develop students’ awareness of their cultural heritage as
well as other cultures
• Be flexible
• Break down the social barriers
• Develop both students’ intellectual and appreciation of art

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