Julieta E.

Carcole 202009959
MAED-EA 2 CURRICULUM
DEVELOPMENT

TEN PHILOSOPHERS AND THEIR CONTRIBUTIONS

1. Franklin Bobbit (1876-1956) presented curriculum as a science that emphasizes on

students’ need. It should be tailored in such a way that it constitutes deeds and
experiences the student ought to have to become the adult he or she ought to become.

2. Werret Chaters (1875-1952) considered curriculum also as a science which is based on

student’s need and the role of the teachers plan the activities.

3. William Kilpatrick (1871-1965) viewed curriculum as purposeful activities which are

child centered.

4. Harold Rugg (1886-1960) emphasized social studies in the curriculum and the teachers
plan the lesson in advance.

5. Hollis Caswell (1901-1989) sees curriculum as organized around social functions of

themes and organized knowledge and learners’ interests.

6. Robert M. Hutchins views curriculum as permanent studies where the rules of grammer,
rhetorics and logic and mathematics for basic education are emphasized. He advocated a
theory that basic education must emphasize 3Rs while college education should be
grounded on liberal education.

7. Aurther Bestor understood curriculum to be a tool to fulfill the mission of the school
which he regarded as intellectual training. He propagated essentialist theory of the
curriculum whereby he emphasized that curriculum should focus on the fundamental
intellectual disciplines of grammar literature and writing. It should also include essential
disciplines like maths, science, history and foreign language.

8. Aurobindo Ghosh was an Idealistic to the core. His Idealistic philosophy of life was
based upon Vedantic philosophy of Upanishad. He maintains that the kind of education,
we need in our country, is an education “proper to the Indian soul and need and
temperament and culture that we are in quest of, not indeed something faithful merely to
the past, but to the developing soul of India, to her future need, to the greatness of her
 coming-self creation, to her eternal spirit.” Concept of ‘education’ is not only acquiring
information, but “the acquiring of various kinds of information’’, he points out, “is only
one and not the chief of the means and necessities of education: its central aim is the
building of the powers of the human mind and spirit”. Aurobindo prescribed free
environment for the child to develop all his latent faculties to the maximum and
suggested all those subjects and activities should possess elements of creativity and
educational expression. He wished to infuse a new life and spirit into each subject and
activity through which the development of superhuman being could become possible.

9. Ralph Tyler (1902-1994) And as to the hallmark of curriculum development as a

science, Ralph Tyler believes that curriculum should revolve around the students’ needs
and interests. The purpose of curriculum is to educate the generalists and not the
specialists, and the process must involve problem solving. Likewise, subject matter is
planned in terms of imparting knowledge, skills and values among students.

10. Wilhelm Wundt was a German psychologist who established the very first psychology
laboratory in Leipzig, Germany in 1879. This event is widely recognized as the formal
establishment of psychology as a science distinct from biology and philosophy. He is
often associated with the school of thought known as structuralism, although it was his
student Edward B. Titchener who was truly responsible for the formation of that school
of psychology. Wundt also developed a research technique known as introspection, in
which highly trained observers would study and report the content of their own thoughts.