RONNEL C.

MANILING BEEd III – B

Activity 7: Examine a philosophy of a particular curriculum. Analyze what curriculum

conception is learning to.

Philosophical beliefs and attitudes are important before attempting to work with other
curriculum planners,instructors and administrators. Philosophy provides a local vigor
and disciplined imagination which helps in the formulation of educational objectives.
Perennialism,it aims to ensure that students acquire understandings about great
ideas.It focuses on how to teach ideas which is everlasting,to seek enduring truths
which are constant,not changing. The curriculum focuses on attaining cultural
literacy,stressing student’s growth in enduring disciplines.
Essentialism, the core of the curriculum is essential knowledge and skills and
academic rigor and curriculum may change. It focuses on the facts-the objective reality
out there and the “basics” training of the students to read,write,speak and compute
clearly and logically. Common core of knowledge needs to be transmitted to students in
a systematicor disciplined way.
Progressivism, Curriculum content is derived from students interests and questions.
This philosophy focuses on the whole child,rather that on the other content or the
teacher. It is stresses that students should test ideas by active expirementation. The
learner is a problem solver and thinker who makes meaning through his or her
individual experience in the physical and cultural complex.Effective teachers provides
experiences so that students can learn by doing.
Reconstructionism/Critical Theory, curriculum focuses on student experience and
taking social action on real problems such as violence,hunger,international
terrorism,inflation and inequality. Strategies for dealing with controversial issues are
inquiry,dialogue,and multiple perspectives,there is also community-based learning and
bringing the world into the classroom.To do requires dialog and critical
consciousness,the development of of awareness to overcome oppression and
domination.The educator must deposits information into students’ heads as a process of
inquiry in which the child must invent or reinvent the world.