Schools are part and

parcel of society and

exist for society.

Schools, through its

curriculum, can shape
and mold society and
society in turn can
SOCIOLOGICAL impact the
FOUNDATIONS curriculum
OF CURRICULUM
 To understand what is taught, how it
is taught, and why it is taught, we
need to look at the social forces that
shape the curriculum.

To what extent should curriculum

consider the world outside of school?

SOCIETY AND How do changes in society affect

CURRICULUM curriculum?
 Burks (1998)
If it relates to the general body of knowledge
needed by average human beings for
conducting daily life.

When it is related to the specific present or

future situation of the student.
If it develops thinking skills that probably
increases the student’s success in other
subject areas or in general life-decisions
SOCIETY AND
If it fulfills unavoidable requirements
CURRICULUM imposed by society as entry qualifications to
certain vocation and professional programs.
 The main function of education is to
produce people with appropriate
skills and knowledge to enable them
to participate in the nation’s
economy.

The nature of schooling tends to

reflect the nature of the society in
CHANGING which it is found.
ECONOMY AND
CURRICULUM
AGRARIAN INDUSTRIAL INFORMATION
SOCIETY SOCIETY SOCIETY

CURRICULUM CURRICULUM CURRICULUM

?
- Basic skills - Factory Model
- Apprenticeship - Compartments
- Didactic teaching - Didactic teaching
 In an agrarian or pre-industrial
society, gender determined the role
of individuals. Men worked at their
various crafts of the farm, women
maintained the house, caring for the
children and training the girls.

Families were large and the extended

CHANGING FAMILY family where parents lived with their
INSTITUTION AND adult children was common.
CURRICULUM
 The shift to the industrial economy
brought about changes to the family
institution.

The family changed from extended

kinship to a nuclear family especially
in urban areas.

Men moved from working in farms to

CHANGING FAMILY work in offices or factories owned by
corporations. Women also moved out
INSTITUTION AND of households to work in businesses,
CURRICULUM offices, and factories.
 As more and more families moved to
live in the urban areas, a different
set of values were acquired. For
example, in the early days, social
institutions complemented each
other.

Parents are distancing themselves

CHANGING FAMILY from schools and are passing on the
task and educating their children to
INSTITUTION AND the school.
CURRICULUM
 Society is increasingly becoming
diverse, especially in urban areas.
Societies are becoming more
multicultural, multi-ethnic, and multi-
religious and it is important that
curriculum understands and reflect
these changes

The challenge confronting educators

is developing curriculum that is
CULTURAL responsive to students’ diverse social
DIVERSITY AND and cultural values and at the same
CURRICULUM time creating a national identity.
 Curriculum decision-making is
political. Various special
interest groups continually
propose what should be
included in school curriculum.
The topics range from
substance abuse to the rights
and responsibilities of citizens
SPECIAL INTEREST
GROUPS AND
CURRICULUM
 Ornstein and Hunkins (1998)
Knowledge should comprise basic tools.

Knowledge should facilitate learning how to

learn.
Knowledge should be applicable to the real
world.

Knowledge should improve learners’ self-

esteem and personal integrity.
KNOWLEDGE THAT
Knowledge should consist of many forms and
IS MOST WORTH methods.
 Knowledge should prepare the individual for
the world of technology.
Knowledge should prepare individuals for the
world of beaurocracy.
Knowledge should permit the individual to
retrieve old information.

Knowledge acquisition should be a life-long

process.
KNOWLEDGE THAT Knowledge should be taught in context with
IS MOST WORTH values.
Thank you!