Foundation of Curriculum

Curriculum development is anchored on a very solid foundation. Although considered to be a

new discipline, its significance in the light of global developments has now been acknowledged.

1. Philosophical Foundation

Educators, teachers, educational planner and policy makers must have a philosophy or strong
belief about education and schooling and the kind of curriculum in the teachers’ classrooms or
learning environment. Philosophy of the curriculum answers questions like: What are schools for?
What subjects are important? How should students learn? What methods should be used? What
outcomes should be achieved? Why?

The various activities in school are influenced in one way or another by a philosophy. John
Dewey influenced the use of “learning by doing”, he being a pragmatist. Or to an essentialist, the
focus on the fundamentals of reading, writing and arithmetic are essential subjects in the
curriculum.

There are many philosophies in education but will only have few to illustrate as presented by
Ornstein and Hunkins in 2004.

A. PERENNIALISM

B. ESSENTIALISM

C. PROGRESSIVISM
 D. RECONSTRUCTIONISM

You can see that an educational philosophy lays the strong foundation of any curriculum.
A curriculum planner or specialist, a curriculum implementor or the teacher, school
administrator or curriculum evaluator whether school-based or externally-based anchors
his/her decision making process on a sound philosophy.

2. Historical Foundations

The historical foundations will show to us the chronological development along a time line.
Reading materials would tell us that curriculum development started when Franklin Bobbit
(1876-1956) wrote the book “The Curriculum”.

Philippine education came about from various foreign influences. This can be traced back
to our glorious history. Of all foreign educational systems, the American educational system
has the greatest influence on our educational system.

Here we present several curriculum theorists and how they view curriculum from a historical
perspective
Persons Contributions

Franklin Bobbit (1876-1956) Started curriculum development movement

Curriculum as a science that emphasize on
student’s needs
Curriculum prepares learners for adult life
Objectives and activities grouped together when
task is clarified.

Werrer Charters (1875-1952) Like Bobbit, curriculum is science and

emphasizes student’s needs
Objectives and activities should match. Subject
matter or content relates to objectives.

William Kilpatrick (1875-1952) Curricula are purposeful activities which are

Harold Rugg (1886-1960)
child- centered.
The purpose of the curriculum is child
development and growth. The project method
was introduced by Kilpatrick where teachers
and students plan the activities.
The curriculum develops social relationships
and small group instruction.
Curriculum should develop the whole child. It is
child-centered

Hollis Caswell (1901-1989)
With the statement of objectives and related
learning activities, curriculum should produce
outcomes.
He emphasized social studies and the teacher
plans curriculum in advance.
Sees curriculum as organized around social
functions of themes, organized knowledge and
learner’s interest
Believes that curriculum, instruction and
learning are interrelated. Curriculum is a set of
experiences. Subject matter is developed
around social functions and learners’ interests

Persons Contributions

Ralph Tyler (1902- 1994) As one of the hallmarks of curriculum, Tyler

believes that curriculum is a science and an
extension of school’s philosophy. It is based on
student’s needs and interest.
To Tyler, curriculum is always related to
instruction. Subject matter is organized in terms
of knowledge, skills and values.
The process emphasizes problem solving. The
curriculum aims to educate generalists and not
specialists.

Hilda Taba (1902-1967) Contributed to the theoretical and pedagogical

Peter Oliva (1992-2012)
foundations of concepts development and
critical thinking in social studies curriculum.
Helped lay the foundation for diverse student
population.
Described how curriculum change is a
cooperative endeavor.
Teachers and curriculum specialist constitute
the professional core of planners
Significant improvement through group activity.

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 theorist. This implies that curriculum is ever changing putting in
knowledge and content from many fields of disciplines.

3. Psychological Foundations

Psychological provides a basis for the teaching and learning process. It unifies elements

of the learning process and some of the questions which can be addressed by

psychological foundations of education. How curriculum should be organized to enhanced

learning? What is the optimum level of the students’ participation in learning the various

contents of the curriculum?

 Let us review some theories in learning related to these clusters of learning theories.

a. Behaviorist Psychology
Behaviorism dominated the 20th century psychology. It includes among others connectionism
of Edward Thorndike, which influenced both Ralph Tyler and Hilda Taba who are considered
to be one of the well-known curricularists. Ivan Pavlov’s classical conditioning and B.F.
Skinner’s operant conditioning were all behaviorists in character. Albert Bandura’s modeling
and observation theory is also related to behavior. Among the behaviorists, Robert Gagne’s
hierarchical learning or sets of behavior and five learning outcomes become classic
examples.

These learning outcomes include: (1) intellectual skills or “ knowing how” to categorize use
symbols, forming concepts and problem solving; (2) information of “knowing what” knowledge
about facts, dates and names; (3) cognitive strategies or learning skills; (4) motor skills; and
(5) attitudes, feelings and emotions learned through experiences (Gagne, 1897). The listed
learning outcomes overlap with the domains in the taxonomy of educational objectives which
are cognitive, affective and psychomotor.

To the behaviorists, learning should be organized in order that students can experience
success in the process of mastering the subject matter. This 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.

b. Cognitive Psychology
How do learners store information? How do they retrieve data and generate conclusions? These
are some of the basic questions asked by cognitive psychologists.

These psychologists focus their attention on how individuals process information and how they
monitor and manage thinking. Among the advocates of cognitive psychology are Jean Piaget for
his Cognitive Development stages, Lev Vygotsky for his Social Constructivism, Howard Gardener
for his Multiple Intelligences, Felder and Silverman for their Learning Styles, Daniel Goleman for
Emotional Intelligences and many more.

To cognitive theorists, learning constitutes a logical method for organizing and interpreting
learning. Learning is rooted in the tradition of subject matter and is similar to the cognitive
development theory. 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 others.

c. Humanistic Psychology
 Humanistic psychologists are concerned with how learners can develop their human potential.
Traditional psychologists do not recognize humanistic psychology as a school of psychology.
However, observers view humanistic psychology as the third force learning theory after
behaviorism and cognitive development. It is built on Gestalt psychology where learning can be
explained in terms of the wholeness of the problem and where the environment is changing and
the learner is continuously reorganizing his or her perceptions. Aside from the theory of Gestalt,
Abraham Maslow’s theory of human needs for self- actualizing persons and Carl Rogers’ non-
directive lives, also fall under humanistic psychology. Among the humanistic psychologists,
curriculum is concerned with the process not the products; personal needs not subject matter;
psychological meaning and environmental situations.

In summary, psychology has a great influence in the curriculum. Learners are not machines and
their mind is not a computer. Humans are biological beings affected by their biology and cultures.
The psychological foundations will help curriculum makers in nurturing a more advanced, more
comprehensive and complete human learning.

4. Social Foundations

Schools exist within the social context. Societal culture affects and shapes schools and their
curricula. The way school buildings are structured, the way classrooms and students are
organized reflect the cultural views and values of the society. In considering the social
foundations of curriculum, we must recognize that schools are only one of the many institutions
that educate society. But schools are formal institutions that address more complex and
interrelated societies and the world.

Society as ever dynamic is a source of very fast changes which are difficult to cope with and
adjust to. Thus schools are made to help to understand these changes. However, some
observations point out to the fact that schools are conservative institutions that lag behind when
they are supposed to be agents of change. Thus, in order for schools to be relevant, school
curricula should address diversity, explosions of knowledge, school reforms and education for all.
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 and its aspirations. At the same time society should also imbibe the challenges
brought about by formal institutions called schools.

In summary, the foundation upon which curriculum is based are educational philosophies,
historical developments, psychological explanations and societal influences. All of these
foundations are interrelated to each.

5. LEGAL FOUNDATION

● These are the Phil. Const. of 1987; the Educational Decree 6-A; the Educational Act of 1982,
otherwise known as Batas Pambansa Bilang 232 and the Educational Act of 1994, otherwise
known as Public Act No. 7722 various educational legislations and other related laws, general
orders and issuances on policies on 1. academic freedom, 2. the rights of parents, students,
teachers, school administrators and other school personnel and their 3. duties and obligations

● Educational Development Decree of 1972 and the NECS – New Elementary School
Curriculum and the New Secondary School Curriculum
1. Quality education accessible to all. (Section 1)
2. Complete, adequate, and integrated relevant education. (2.1.)
3. Free public education in the elementary and high school level. (2.2.)
4. Scholarship grants, loans, subsidies and other incentives to
5. deserving students in both private and public schools. (2.3.)
6. Non-formal, formal, and indigenous learning systems. (2.4)
7. Vocational training to adults, disabled and out of school youth. (2.5)
8. Study of the constitution. (3.1)
9. Study of values. (3.2)
10. Optional religious instruction in public schools. (3.3.)
11. Supervision and regulation of all schools. (3.4.)
12. Control and administration of schools by Filipinos. (3.5)
13. Exemption from taxes and duties. (3.6.)
14. Academic freedom in institutions in higher learning. (5.2,3,4.)
15. Assigning highest budget priority to education. (5.5.)
16. National language is Filipino. (6.1.)

● The States encourages nonformal, informal and indigenous learning systems. Informal and
indigenous learning include various ways and methods within the cultural communities of
preserving the indigenous life systems of these cultural communities, to provide training in civics,
vocational efficiency and other skills to adult citizens, the disable and out of school youth. Adult
education is designed to provide training and skills development to unemployed and
underemployed youth and adults so that they can be employed and Special education is likewise
designed to meet the particular needs of exceptional children, physically handicap or gifted.
Religion shall be allowed to be taught on a voluntary basis in public elementary and high schools.

● RA 7722: HIGHER EDUCATION ACT OF 1994 – an act creating the Commission on Higher
Education, appropriating funds therefore and for other purposes. This law separates colleges and
universities from the Department of Education providing its own independence, having the right to
practice academic freedom and exercise such policies granted for its benefits.

● RA 7796: AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY OF 1994- It is hereby declared the policy of the State to provide relevant,
accessible, high quality and efficient technical education and skills development in support of the
development of high quality Filipino middle-level manpower responsive to and in accordance with
Philippine development goals and priorities. The State shall encourage active participation of
various concerned sectors, particularly private enterprises, being direct participants in and
immediate beneficiaries of a trained and skilled work force, in providing technical education and
skills development opportunities.

● RA 9155: An Act instituting a framework of governance for basic education, establishing

authority and accountability, renaming the Department of Education, culture and sports as
the Department of Education and for other purposes.

● RA 4670 of 1966: otherwise known as “The Magna Carta for Public School Teachers” was
passed into law in view of providing professional rights and safeguards to our public school
teachers in consideration of the exigency and level of difficulty of the exercise of their profession.

● Act No. 74- January 1, 1901 •Laid the foundations of Philippine public school system and made
English as the language of instruction. •Established in the Philippine Normal School and Trade
school in Manila, and an Agricultural school in Negros.

● RA 476- June 18, 1949 •Converted the Philippine Normal School into a Teacher college and
offered courses leading to Bachelor of Science in Elementary Education and Master of Arts in
education.

● RA 7168-December 26, 1991 •Converted the Philippine Normal School into a University.

● RA 6655 -Also known as the Free Public Secondary Education Act of 1988. Public secondary
schools were nationalized and they were reclassified by source of funding and curriculum type.

● DECS ORDER NO. 38, s. 1994- NSAT is required for all senior high school students.

● PD 603: Required that every school division should organize special classes for children with
special needs.

● RA 5250 (1966) Provided a ten – year teacher education program in Special education for the
teaching of the gifted, mentally – retarded and those with behaviour problems. Only two schools
offered undergraduate in SPEd: UP COEd and CEU.
● RA 7686- Being paid in OJTs in private industries.

● RA 7687- Scholarship programs for careers in science and technology.

PD 1006 - September 22, 1976- Considered teachers as professionals and teaching

promulgated as a profession. Teachers need to pass the PBET before they could teach, whether
in private or public school.

● PD 146 Required all high school graduates seeking admissions to post – secondary degrees
necessitating a minimum of four years study to pass a national entrance examination.

● RA 7731-Abolished the NCEE to give the marginalized sector greater access to college
education.

● RA 7743- Created the Center of Excellence in Teacher Education.

● RA 7791- Stretched the school year from 185– 200 days.

● RA 1265- Made the observance of the flag ceremony compulsory,

● RA 7836- An act professionalizing the teaching profession. Established the Licensure

Examinations for Teachers.

● RA 10157- Kindergarten Education Act- Provides the inclusion of the Kindergarten level into the
basic education program. It is a must that children must undergo kinder before entering grade 1.

● Senate Bill 3286: Enhanced Basic Education Act of 2012 An addition of two years in the basic
education.

● Republic Act No. 10627 (Sept.12) otherwise known as the "Anti-Bullying Act of 2013.“

● Republic Act No. 7877- An Act declaring sexual harassment unlawful in the employment,
educator or training environment and for other purposes.

III. Practice Exercise

Activity I- Interview an administrator, a faculty and cite specific examples in each of the
items given below. Complete the table.

Foundations of Curriculum Samples/ Situation

1. Philosophical Foundations

2. Historical Foundations

3. Psychological Foundations

4. Social Foundations

Activity 2- Evolve your own philosophy based on the existing philosophies of

education. Illustrate through a graphic organizer. Explain how this
will be applied, if you are going to put up your own school.
Activity 3- Reflection:
1. How does a strong belief or philosophy influence curriculum?

2. How do philosophy, psychology, history and society influence the development of a curriculum?
3. Identify which among the foundations of curriculum, has influenced what you have learned in
school as a college student?