LM02-PRED

1313

Learning Module II
 
The Teacher and the
School Curriculum

This is a property of
Bataan Peninsula State Univers
NOT FOR SALE
Knowledge Area Code : PROFED
Course Code : PRED1313
Learning Module Code : LM01-PRED1313
 Course
Packet
LM02-PRED

01 1313

Learning Module II
 
The Teacher and the
School Curriculum
 
Course Packet 01
 
Foundations of the
Curriculum
 
 
 
 

This is a property of
Bataan Peninsula State Univers
Knowledge Area Code : PROFED NOT FOR SALE
Course Code : PRED1313
Learning Module Code : LM-PRED1313
Course Packet Code : LM-PRED1313-01

Learning Module: The Teacher and the School Curriculum 3

 Course Packet 01

Philosophical Foundations 
Introduction
 
Knowledge is habitually defined as a belief that is true and justified. The philosopher Plato
Knowledge is usually defined as a true and justified conviction. Awareness has been called a
"justified true belief" by Plato the philosopher. On the other hand, knowledge is a knowledge,
knowledge about the understanding of someone or something, such as facts , information,
descriptions or abilities acquired by perceiving, discovering or learning through experience
or education. When we compare knowledge and knowledge, knowledge is the accumulation
of facts and knowledge, and the synthesis is knowledge and experience in insights that
enhance the understanding of one's relations and meaning of life. Education is really a way of
discovering and increasing our knowledge about new things we do not know. Therefore, the
development of successful curricula is essential for effective teaching-learning experiences.
With regard to the development of the program, the students and society will both be
accommodated (Philosophical and Psychological and Social Foundations).

Administrators, teachers, and educators must develop principles which are deemed
important to prepare, implement and evaluate a school curriculum. This conceptual
framework determines the purpose of the school, the essential topic to be learned, the form
and training of learning students, the resources for education, the methods and techniques to
be implemented and how students are to be evaluated. Curriculum is informed by
psychology and knowledge about the teaching and research processes is provided by
psychology. This psychological framework seeks answers as to how a curriculum should be
structured so as to maximize the learning of students and how much knowledge they should
retain while studying the different contents of the curriculum. Training in culture takes place.
Education is primarily a social development and a lifelong cycle, and the social environment
provides a social role for children's education. Because society is dynamic, it is very difficult
to cope with and adapt to many developments. The sociological basis of the curriculum
therefore allows students to develop democratic skills and values. With its acquisition, modes
of education and their reach, and determinants for the study plan, we will address in this unit
the value of knowledge with its fundamentals. Having discussed about curriculum, its
nature, elements, etc. in Unit 1, we shall now discuss with the foundations of curriculum.

When we improve a curriculum, we focus primarily on ideas that stem from three major
fields: philosophy, sociology (with historical overtones) and psychology. An understanding
of these fields is crucial to the study of curriculum since they have traditionally been and still
are considered its foundations.

Learning Module: The Teacher and the School Curriculum Page 52

Philosophy involves an inquiry into the nature and meaning of life including ideas about the
nature of human beings, social values and purpose of education. One's perception of
Philosophy largely influences one's view of learners and of various learning activities. A
study of sociology provides, among other things, necessary clues about the characteristics of
contemporary life and the future in which the learners will lead the rest of their lives. These
clues help to make a curriculum socially relevant. Psychology provides an indispensable base
for identifying the types of curricular arrangement that will most benefit the learner's growth
and development.

In this Unit, it may be noted that we have talked about curriculum- foundations in general
which may be applied in the context of distance education wherever needed.

Objectives
 
1. Discuss how the different foundations of curriculum have shaped the current conceptions
in curriculum and
2. Gather information on how a school develops its curriculum to enrich teaching practice.

Learning Management System

The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.
 
Duration:
 
Learning Packet I which is about Philosophical Foundations of the Curriculum: may be
completed in 4 hours.
 
Delivery Mode

Three (3) hours is allotted for the synchronous online class and the remaining one (1) hour
will be spent on independent learning tasks.
 
Assessment with Rubrics:

Two types of assessment may be given: an objective test that provides limited set of options for
the student’s response or a projective test that requires the student to generate free responses.

For objective tests, one item is equivalent to one point unless indicated in the activity. For
course requirements, the rubrics below will be the basis of the student’s score:

Learning Module: The Teacher and the School Curriculum Page 52

Requirement with Rubrics

A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided. 

Readings

While working on a learning packet, additional reading/reference materials may be provided

by the professor when necessary.

Introduction

This learning packet will deal on the discussion of the Philosophical Foundations of the
Curriculum. Philosophical study assists us in dealing with our individual systems of
convictions and values, i.e. how we perceive and define the world around us. Since
philosophical problems have always affected society and learning institutions, it is important
to research education philosophy in terms of curriculum growth. Essentially, an educational
ideology affects our educational preferences and alternatives and ultimately defines them.
Those who make instructional decisions should therefore have a clear understanding of what
they believe. The curricula are expected to remain vague and ambiguous if we are unsure or
confused about our own values. A significant step in the advancement of personal education
theory is to consider the different approaches that others have established over the years. We
will research the four main philosophical positions that have driven the creation of the
curriculum so far.

Learning Module: The Teacher and the School Curriculum Page 52

Lesson Proper
 
Key Points:
 Review.  
 Philosophical –
Is there anyone from the group who could summarize what aim/role/focus/
was discussed the previous meeting? What were the insights curriculum trends on
shared then? Perennialism,
Essentialism,
 Activity. Progressivism, and
Reconstructionism
The teacher will ask students series of questions.

 Processing of the Activity.  helps in answering what

schools are for, what
Think about it: subjects are important,
how students should
1. Why might the study of philosophy be particularly learn and what
important to educators? materials and methods
2. Which branch or branches of philosophy would you want should be used
to emphasize in your classroom? Why?
3. Do you learn better deductively or inductively? Why do  In decision making,
philosophy provides the
you think?
starting point
4. Can you think of other school-based examples for each of - Life experiences,
the branches and sub branches? common beliefs, social
and economic
 Brief Lesson. background and
education
PHILOSOPHICAL FOUNDATIONS e.g. John Dewey (1916)
looks at “education as a
Specific principles deriving from the theory of learning include taking way of life”
a variety of subjects and problems into consideration. For this very - Ralph Tyler’s framework
reason, philosophy is one of the main curriculum pillars. In this of Philosophy in
segment we will address some different educational ideologies that Relation to School
impact curriculum decisions. Purposes
i. use of philosophy
Philosophical Foundations of Curriculum ii. Use of psychology of
learning
Philosophy provides educators, teachers and curriculum iii. Studies of
makers with framework for planning, implementing and contemporary life
evaluating curriculum in schools. It helps in answering what iv. Suggestions from
schools are for, what subjects are important, how students subject specialists
v. studies of learners
should learn and what materials and methods should be used.
In decision making, philosophy provides the starting point and
will be used for the succeeding decision making. Definition of Terms:
 
The philosophy of a curriculum planner, implementor or Hazard Alerts:
evaluator reflects his or her life experiences, common beliefs,  
social and economic background and education. For example, This may be in a form of
John Dewey (1916) looks at education as a way of life" a notice, caution, or
laboratory in which philosophy becomes concrete and is tested. warning.
On the other hand, Ralph Tyler's framework shows that  Include appropriate
philosophy is one of the five criteria in selecting educational hazard alert where and
purposes. This is shown in Figure 1. when needed.

Learning Module: The Teacher and the School Curriculum Page 52

  
Key Points:
 
Suggestions  Philosophical –
from Subject
aim/role/focus/
Specialists
curriculum trends on
Perennialism,
Essentialism,
Studies Studies of Progressivism, and
of Contemporary Reconstructionism
Leaners Life
School  helps in answering what
Purposes schools are for, what
subjects are important,
how students should
learn and what
Use of materials and methods
Use of
Philosophy
Psychology should be used
of Learning

 In decision making,
philosophy provides the
starting point
Figure 1 Tyler's View of Philosophy in Relation to School
- Life experiences,
Purposes common beliefs, social
and economic
Let us look at four educational philosophies and how these
background and
relate to curriculum. Study each educational philosophy and education
match it to the aim of education, role of education, focus in e.g. John Dewey (1916)
curriculum and related curricular trends. (Ornstein and looks at “education as a
Hunkins, 2004) way of life”
- Ralph Tyler’s framework
of Philosophy in
I. Idealism
Relation to School
II. Realism Purposes
III. Pragmatism i. use of philosophy
IV. Existentialism. ii. Use of psychology of
learning
I. Idealism. iii. Studies of
contemporary life
iv. Suggestions from
The idealism doctrine suggests that matter is an illusion and subject specialists
that reality is mental. This stresses moral and spiritual truth as v. studies of learners
the world's primary reason and views fundamental principles
as pure, eternal and universal.
Definition of Terms:
 
If we apply this view to education what would be the Hazard Alerts:
implications for the role of teachers and curriculum in  
education? This may be in a form of
notice, caution, or
Teachers would obviously serve as role models for lasting warning.
values. So the school must be highly organized and only
 Include appropriate
proposals that reflect positive qualities can be promoted.
hazard alert where and
Therefore, the materials used for education centered on broad when needed.
ideas, especially those contained in major literary and/or
scriptural works. Because the idealism is based on specific ideas  

Learning Module: The Teacher and the School Curriculum Page 53

and principles, it does not conform to the values of those who  
are experimenting by experimenting from various disciplines. Key Points:
 
a. In other words, idealism is:  'Realists' consider
education a matter of
reality rather than
- The most significant philosophy…most of the world’s
speculation.
religions are based on idealism
- Idealism as idea-ism  Realists emphasize too
- Plato—the Academy opened in 397 B.C., believed that material that education should
things are of little consequence. The everyday world of things represent enduring and
and objects is a shadowy copy of the true idea which the soul lifelong ideals that have
been passed down
carries within itself from heaven, reason is rooted in a spiritual
over centuries, only so
soul that the study of
individual disciplines
b. Idealist philosophers: does not interfere.

- Plato, Descartes, Kant, Spinoza, Leibniz, Hegel, Schopenhauer Realist philosophers:

- Students are encouraged to stretch themselves through higher- -Aristotle, Comenius,
Pestalozzi, Herbart,
level thinking to become truth seekers Hobbes, Bacon, Locke
- The teacher will devote considerable time and energy to the
one who goes astray Realism

Idealism Realistic proponents

interpret the universe
- No discipline problems, because the teacher knows the
with respect to objects
content well, likes to teach, and knows the students and matter. They think
- The idealist philosophy views the school as representing the human behavior is
community sensible when it is in
accordance with
II. Realism nature’s laws and
governed by social
laws. In applying these
Realistic proponents interpret the universe with respect to ideas to education, a
objects and matter. They think human behavior is sensible second potential theory
when it is in accordance with nature’s laws and governed by of education begins to
social laws. In applying these ideas to education, a second emerge.
potential theory of education begins to emerge.
'Realists' consider
education a matter of
What kind of philosophy will that be? reality rather than
speculation.
'Realists' consider education a matter of reality rather than
speculation.
Definition of Terms:
The main task of the teacher, therefore, is to teach the learners
the knowledge of the world in which they live. What scholars in Hazard Alerts:
various backgrounds consider this awareness about the  
universe? Yet like idealists, realists emphasize too that This may be in a form of
education should represent enduring and lifelong ideals that notice, caution, or
warning.
have been passed down over centuries, only so that the study of
individual disciplines does not interfere. Apparently the realists  
regard the expert as the source and the authority for  

Learning Module: The Teacher and the School Curriculum Page 54

determining the curriculum, as opposed to the idealists who  
consider classics to be ideal subject- matter for study. Key Points:
 
In a capsule:  Pragmatism puts a
significant emphasis on
a. Realism: improvements, systems
and uncertainty as it
implies that the
- Objects exist regardless of how we perceive them meaning of a concept
- Focuses on the scientific method and personal experience lies in its actual effects,
- The crux of realism is science—empirical, objective, and as opposed to
experimental…with precise measurements conventional
ideologies, namely
idealism.
b. Realist philosophers:
 the curriculum should
- Aristotle, Comenius, Pestalozzi, Herbart, Montessori, Hobbes, be planned according
Bacon, Locke to the pragmatists, so
- Thomas Jefferson and Horace Mann embraced realism that the student can
- Accountability in the schools is an outgrowth of realism think critically instead of
thinking.

III. Pragmatism The curriculum should

be planned according
In contrast to the traditional philosophies, i.e., idealism and to the pragmatists, so
Pragmatism puts a significant emphasis on improvements, that the student can
think critically instead of
systems and uncertainty as it implies that the meaning of a
thinking.
concept lies in its actual effects, as opposed to conventional
ideologies, namely idealism. Real implications are connected Definition of Terms:
with the purposes of teaching and learning which focus on
practical aspects (Nash, 1995). Pragmatists say that learning Pragmatism is a
takes place as the person engages in environmental transaction. philosophical movement
that includes those who
The essence of transition is central to this relationship. In this
claim that an ideology or
sense, any values and ideas currently upheld would be proposition is true if it
considered timely as further social development should refine works satisfactorily, that
or alter them. For example, it was generally believed in a the meaning of a
particular period that the earth was flat, which was proposition is to be found
subsequently disproved by scientific research. in the practical
consequences of
accepting it, and that
Therefore, to assume that the perceived world is unchanging unpractical ideas are to be
(idealism) and hereditary (realism) and disregard social and/or rejected.
perceptive adjustments is to the detriment of the welfare of
children overall and their growth.

Hazard Alerts:
Now you can see how pragmatism influenced curriculum  
structure. This may be in a form of
notice, caution, or
The curriculum should be planned according to the warning.
pragmatists, so that the student can think critically instead of
 
thinking. Therefore, teaching should be more exploratory than
 
explanatory in nature. And learning occurs in an active manner  
as students solve problems that help them broaden their  

Learning Module: The Teacher and the School Curriculum Page 55

knowledge horizons and reconstruct their experiences in line
 
with the changing world. Key Points:
 
What then might be the role of the teacher? Important facts about
pragmatism:
The task is not simply to distribute information, but to create
- Pragmatism evolved as
circumstances that include direct awareness of the learner’s
a philosophical
environment as well as possibilities to understand these expression of the
experiences. westward movement in
America, followed by
Important facts about pragmatism: scientific and
technological
advances, a new
a. Pragmatism:
frontier of sorts

- Pragmatism evolved as a philosophical expression of the - Charles Peirce, William

westward movement in America, followed by scientific and James, John Dewey
technological advances, a new frontier of sorts
- Charles Peirce, William James, John Dewey - Social reconstruction
theory and progressive
- Social reconstruction theory and progressive education also
education also based
based on pragmatist philosophy on pragmatist
philosophy
b. Theories of Education:

- Experimentalism—through John Dewey’s emphasis on testing Theories of Education:

of ideas through experimentation…developed the progressive - Experimentalism—
education theory through John Dewey’s
- Curricula emphasize experience and child-centered activities emphasis on testing of
in which the process is stressed over any final product ideas through
experimentation…
developed the
c. George Herbert Meade:
progressive education
theory
- Science courses need to have an important role in schools.
- Compartmentalization of curricular offerings is not desirable, - Curricula emphasize
because relationship of things to each other needs to be experience and child-
presented. centered activities in
which the process is
- Play has an essential role.
stressed over any final
- Subject matter should relate to students’ problems and product
experiences.
- Education is a dialogue.
- The teacher is the most significant factor in instruction. Definition of Terms:
- Broad fields of learning should be emphasized.
Hazard Alerts:
- “The whole is more concrete than the part.”
 
- The research method can be used in many different classes. This may be in a form of
notice, caution, or
warning.

Learning Module: The Teacher and the School Curriculum Page 56

IV. Existentialism  
Key Points:
This theory argues that outside human beings there are no  
ideals and therefore implies that people should be able to  Existentialism
choose and instead to take responsibility for the consequences
This theory argues that
of these choices.
outside human beings
there are no ideals and
According to this theory, students should be granted the right therefore implies that
to choose what to learn in a variety of circumstances. This people should be able
stresses that education must concentrate on the views and to choose and instead
emotions of the individual so that personal reactions or to take responsibility for
the consequences of
responses to life circumstances can be understood. In this
these choices
phase, the person is of primary concern. Since life is based on
personal meaning, the essence and existentialism of education The existentialistic
should be decided to a large extent by the learner. Individual curriculum should
students should not be pushed into predetermined study therefore consist of
programs. interactions and
subjects that are
conducive to
Regardless of what students believe they must know, they philosophical
should be valued and assisted. discussion and
decisions, incorporating
The existentialistic curriculum should therefore consist of self-expressive
interactions and subjects that are conducive to philosophical practices, studies and
media that reflect
discussion and decisions, incorporating self-expressive emotions and
practices, studies and media that reflect emotions and observations.
observations. Therefore, the teacher has a regulatory function.
The apprenticeship is known as a teaching partner. As a The autonomy of
professional, the teacher provides an opportunity to search for learners, which seem to
indicate existentialists,
personal significance rather than impose certain predetermined
has been and
values or interests on the students. continues to be the key
feature of the mode of
In recent years, existentialism became more popular. distance learning.
Nowadays, many educators speak about focusing on the pupil,
encouraging curriculum diversity and stressing learners' Rethinking on the field
of curriculum creation
personal needs and interests. Maybe here we can note the idea
seems to be necessary
behind the framework of open distance education. The to fill the gap between
autonomy of learners, which seem to indicate existentialists, has the needs of the
been and continues to be the key feature of the mode of learner, community and
distance learning. the curriculum material.

Rethinking on the field of curriculum creation seems to be

Definition of Terms:
necessary to fill the gap between the needs of the learner,
community and the curriculum material. It does not necessarily
always apply what might have been relevant in a particular Hazard Alerts:
situation. Social change ultimately includes changes in the  
current education system. The intrinsic capacity of the distance This may be in a form of
notice, caution, or
education program permits these improvements to be adapted warning.
and addressed.

Learning Module: The Teacher and the School Curriculum Page 57

From the discussion above, it should be clear that pragmatism  
and existentialism generally and operationally find expression Key Points:
in open distance education.  
 Tidbits on
Having seen the four basic philosophical positions that have existentialism:
influenced curriculum development, let us now make a note of
a. Existentialism:
a few educational philosophies, in order to reinforce what has
been said so far. - Focuses on the
individual
Till now we discussed four major philosophies and their - Not a logical theory, but
implications for curriculum. Now let us examine the one that can be felt as
an attitude or mood
implications of some more philosophies for curriculum.
- Awareness, anxiety,
choice take on special
Tidbits on existentialism: meaning
- Revolt against the
a. Existentialism: traditional philosophical
stance
- A way of life which
- Focuses on the individual
involves one’s total self
- Not a logical theory, but one that can be felt as an attitude or in complete
mood seriousness about the
- Awareness, anxiety, choice take on special meaning self
- Revolt against the traditional philosophical stance
- A way of life which involves one’s total self in complete b. Choice:
seriousness about the self - I make the choice. Even
no choice is a choice.
b. Choice: - I must consider the
alternatives.
- I make the choice. Even no choice is a choice. - I must be aware of what
the alternatives can do
- I must consider the alternatives.
or lead to because I am
- I must be aware of what the alternatives can do or lead to responsible for my
because I am responsible for my choice. choice.
- I must make the choice as though it were for all humankind. - I must make the choice
as though it were for all
c. Existentialist philosophers: humankind.

- Kierkegaard, Sartre, Nietzsche Definition of Terms:

- Kierkegaard—themes of passionate choice, absolute freedom,
total responsibility
- Life must be understood backward, but lived forward
- The theory focuses on value questions Hazard Alerts:
 
This may be in a form of
d. Thoreau: notice, caution, or
warning.
- “Let me forever go in search of myself; never for a moment
think I have found myself; be as a stranger to myself, never a  
familiar seeking acquaintance still.”  
 

Learning Module: The Teacher and the School Curriculum Page 58

a. Perennialism.  
Key Points:
Perennialism is the most conservative educational philosophy  
and is rooted in realism. It advocates the permanency of The curriculum of the
perennialist is subject-
knowledge that has stood the test of time and the values that
centered. It draws
have moral and spiritual bases. heavily on defined
disciplines or logically
-The underlying ideas are that education is constant, absolute organized bodies of
and universal. The curriculum of the perennialist is subject- content. It emphasizes
centered. It draws heavily on defined disciplines or logically teaching learning of
language, literature,
organized bodies of content. It emphasizes teaching learning of
sciences and arts.
language, literature, sciences and arts. The teacher is considered
as an authority in his/her particular discipline and teaching is Perennialism is based
considered an art of imparting information knowledge and on the philosophy of
simulating discussion. In such a scheme of things, students are realism. It is traditional
regarded immature, as they lack the judgment required to and conservative and
follows the beliefs of
determine what should be studied, and it is a fact that their
Arsitotle.
interest demands little attention as far as curriculum
development is concerned.  To a perennialist,
humanities are works
There is usually one common curriculum for all the students that provide insights
with little room for elective subjects. According to this into the good, the true
and the beautiful,
viewpoint, sending some students through an academic
curriculum and others a vocational curriculum is to deny the Tidbits on Perrenialism:
latter a genuine equality of education opportunities. The
education advocated by perennialists appeals to a small group a. Perennialism
of educators who stress intellectual meritocracy. Their emphasis
is on testing students, enforcing tougher academic standards - Based on the philosophy
of realism
and programs and identifying gifted and talented students.
- Traditional and
conservative, follows
Tidbits on Perrenialism: the beliefs of Aristotle

a. Perennialism b. Perennialists

- Humanities are works

- Based on the philosophy of realism that provide insights
- Traditional and conservative, follows the beliefs of Aristotle into the good, the true,
- Robert Maynard Hutchins, president of the University of and the beautiful
Chicago…human nature is rational and constant and can be - The Great Books are
predicted to do things in certain ways, therefore education works considered to be
classic, should be a
should be based unchanging, absolute, and universal truths
part of everyone’s
general, liberal, and
b. Perennialists humanistic education

- Humanities are works that provide insights into the good, the Definition of Terms:
true, and the beautiful Hazard Alerts:
 
- The Great Books are works considered to be classic, should be
This may be in a form of
a part of everyone’s general, liberal, and humanistic education notice, caution, or
- Precision is important. The universe is understood through warning.
quantitative terms.

Learning Module: The Teacher and the School Curriculum Page 62

- Three primary approaches to learning: didactic teaching of  
concepts, coaching of skills, seminars using the Socratic method Key Points:
 
b. Progressivism Progressivism is a
development over
pragmatic philosophy
Progressivism is a development over pragmatic philosophy and and is in contrast to
is in contrast to perennialist thinking in education. It was perennialist thinking in
considered a contemporary reformist movement in educational, education. It was
social and political affairs at the turn of the twentieth century. considered a
Horace Mann and Henry Bernard of the nineteenth century contemporary reformist
movement in
contributed significantly to progressivism through their
educational, social and
writings. Dewey viewed school as a miniature democratic political affairs at the
society, in which students could learn and practice the skill and turn of the twentieth
tools necessary for democratic living. According to century.
progressivism the skill and tools of learning include problem
solving methods and scientific inquiry; in addition, learning The curriculum, thus,
was inter-disciplinary in
experiences should include cooperative behavior and self-
nature and the teacher
discipline, both of which are important for democratic living was seen as a guide for
(Ornstein and Hunkins, 1988). students in their
problem solving and
The curriculum, thus, was inter-disciplinary in nature and the scientific projects.
teacher was seen as a guide for students in their problem
Contemporary
solving and scientific projects. Dewey and William Kilpatrick
progressivism is
both referred to this role as the "the leader of group activities". expressed in several
The teacher and students planned activities together, but the movements including
teacher was to help students locate, analyses, interpret and those for a socially
evaluate data to formulate their own conclusions. relevant curriculum i.e.,
a match between
subjects taught and
Although the progressive movement in educational students' needs
encompassed many different theories and practices, it was
united in its opposition to the following traditional attributes
and practices (Ornsetein and Hunkins, 1988) Definition of Terms:

Perennialism is the most

- The authoritarian teacher
conservative educational
- Excessive dependence on text book methods philosophy and is rooted
- Memorization of factual data and learning by excessive in realism. It advocates
drilling the permanency of
- Static aims and materials that reject the notion of a changing knowledge that has stood
world the test of time and the
values that have moral
- Attempts to isolate education from individual experiences and
and spiritual bases
social reality.

Although the major thrust of progressive education waned in Hazard Alerts:

the 1950s with the advent of "essentialism", the philosophy has  
left its imprint on education and educational practices of today. This may be in a form of
notice, caution, or
Contemporary progressivism is expressed in several
warning.
movements including those for a socially relevant curriculum
i.e., a match between subjects taught and students' needs.  

Learning Module: The Teacher and the School Curriculum Page 62

  
c. Essentialism Key Points:
 
Being a conservative philosophy, essentialism with its roots in  Essentialism
both idealism and realism, evolved mainly as a critique of
Thus, in essentialism
progressive thought in education. Yet, the proponents of
learning should consist
essentialism do not totally reject progressive methods, as they in mastering the subject
do believe that education should prepare the learner to adjust matter that reflects
with the changing society. Thus, in essentialism learning should currently available
consist in mastering the subject matter that reflects currently knowledge in various
available knowledge in various disciplines. The teacher is disciplines.
considered a master of a particular subject and is to be
 Progressivism followers
respected as an authority because of the knowledge and high looked to Jean Jacques
standards he or she holds. The institution (be it school or Rousseau, author of
college) gets sidetracked, when, at the expense of cognitive Emile who believed in
needs, it attempts to pay greater attention to the social and natural education
psychological problems of students. without coercion.

Pestalozzi, Rousseau’s
In recent years, the essentialist position has been stated follower, believed that
vociferously by critics who claim that educational standards education should
softened during the 1960s and 1970s. The most notable involve the entire child
achievements of the essentialists have been widespread – body, emotions and
implementation of the competency based program, the intellect.
establishment of the grade-level achievement standards, and
Kilpatrick, advanced
the movement to re-emphasize academic subjects in cooperative learning,
schools/colleges. In many ways, the ideas of essentialism lie intrinsic rewards, liberal
behind attacks on the quality of education by the media and by classroom discipline
local pressure groups, and also to a good extent on distance through project method.
education.
Definition of Terms:
Facts about Progressivism:
Perennialism is the most
a. Progressivism conservative educational
philosophy and is rooted
- Followers looked to Jean-Jacques Rousseau, author of Emile in realism. It advocates
the permanency of
who believed in natural education without coercion knowledge that has stood
- Pestalozzi, Rousseau’s follower, believed that education the test of time and the
should involve the entire child—body, emotions, and intellect values that have moral
- William Heard Kilpatrick—advanced cooperative learning, and spiritual bases
intrinsic rewards, liberal classroom discipline…”project
method”
Hazard Alerts:
b. Kilpatrick’s projects  
This may be in a form of
- The creative project notice, caution, or
- The enjoyment project warning.
- The problem project
 
- The specific learning project  
- Progressive educators more concerned with child’s needs and  

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interests than with academic subject matter  
c. Reconstructionism Key Points:
 
A group of thinkers felt that progressivism put too much Reconstructionism
emphasis on child-centered education that mainly served the views education as a
means to reconstruct
individual child and middle class, with its play theories and the society. The
private schools. What needed were more emphasis on society- reconstructiorlists
centered education that took into consideration the needs of believe that as the
society (not the individual) and all classes (not only the middle school college is
class). attended by virtually all
the youth, it must be
used as a means to
Reconstructionism views education as a means to reconstruct the shape the attitudes and
society. The reconstructiorlists believe that as the school college values of each
is attended by virtually all the youth, it must be used as a generation.
means to shape the attitudes and values of each generation. As
a result, when the youth become adults they will share certain The Reconstructionist
curriculum consists of
common values, and thus the society will have reshaped itself.
subjects which promote
new social, economic
The Reconstructionist curriculum consists of subjects which and political education.
promote new social, economic and political education. The
subject matter is to be used as a vehicle for studying social In general, the
problems, which must serve as the focus of the curriculum. curriculum advocated
by reconstructionist,
emphasizes sociology,
Views of some recent Reconstructionist have been put forth by psychology and
Ornstein and Hunkins, (1988) who have given a philosophy, and not the
Reconstructionist program of education which emphasize the hard sciences.
following:

Definition of Terms:
- Critical-examination of the culture heritage of a society as well
as the entire civilization; Perennialism is the most
- Scrutiny of controversial issues; conservative educational
- Commitment to bring about social and constructive changes; philosophy and is rooted
- Cultivation of a planning-in-advance attitude that considers in realism. It advocates
the realities of the world we live in; and the permanency of
knowledge that has stood
- Enhancement of culture renewal and internationalism;
the test of time and the
values that have moral
Stemming from this view, reconstructionism expands the field and spiritual bases
of curriculum to include intuitive, personal, mystical, political
and social systems of theorizing. In general, the curriculum
advocated by Reconstructionist, emphasizes sociology,
psychology and philosophy, and not the hard sciences. The
Hazard Alerts:
thrust is on developing individual self-realization and freedom
 
through cognitive and intellectual activities, and thus on This may be in a form of
liberating people from the restrictions, limitation and controls notice, caution, or
of society. The idea is that we have had enough of discipline- warning.
based education and narrow specialization, and we do not need
more specialists now, we need more 'good' people if we want to  
 
survive.  
 

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The Reconstructionist, including such recent proponents as

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Mario Fantini, Iiarold Shane and Alvin Toffler, seek a  
curriculum that emphasizes, cultural pluralism, Key Points:
internationalism, and futurism. Students should be taught to  
appreciate life in a world of many nations -a global village - Essentialism is very
traditional and
with many alternatives for the future, they advocate.
conservative, in direct
opposition to
Let us now ponder over the insights we gained from the progressive education.
discussion on philosophical Various Aspects foundations of
curriculum. Philosophy gives meaning to our decisions and Philosophical terms:
actions. Those involved with curriculum development should Philosophy: Philo
be familiar with the contemporary dominant philosophy. In the means love and sohpos
means wisdom
absence of a clear-cut philosophy, our curriculum plans and therefore philosophy
teaching procedures will tend to be inconsistent and confused. means love of wisdom.
Dewey was so convinced of the importance of philosophy that
he viewed it as the all-encompassing aspect of the educational In general, the
process. Major philosophical viewpoints that have emerged curriculum advocated
within the curriculum field may be viewed along a continuum - by reconstructionist,
emphasizes sociology,
idealism, realism, pragmatism and existentialism. These general psychology and
or world philosophies have influenced educational philosophy, and not the
philosophies along the same continuum: perennialism, hard sciences.
essentialism, - progressivism and reconstructionism. Very few
schools adopt a single philosophy: in practice, most schools Philosophical Terms
- Philosophy: philo means
combine various philosophies.
love, and sophos
means wisdom—love
What we as curriculum specialists need to do is to adopt an of wisdom
eclectic approach, the middle road, where there is no emphasis - Metaphysics is the study
on extremes of subject matter or socio-psychological of the nature of reality,
development, excellence or equality. We must understand that of what is real, draw
back the nonessentials
curricularists have to continuously reflect on their curricular
and examine what
decisions, and these should be based on the changing needs of remains…
the students and society. Hence a curriculum philosophy
should be one that is politically and economically feasible and Definition of Terms:
serves the needs of students and society.
Metaphysics is the study
of the nature of reality.
d. Essentialism:
Epistomology is the theory
- Very traditional and conservative, in direct opposition to of knowing and of
progressive education knowledge, deals with the
- Teach elementary children to read, write, and compute nature of learning itself.
mathematically, teach secondary students to have higher order
thinking skills
- Resurfaced as “back to basics” Hazard Alerts:
 
1. Philosophical Terms This may be in a form of
- Philosophy: philo means love, and sophos means wisdom— notice, caution, or
warning.
love of wisdom
- Metaphysics is the study of the nature of reality, of what is  
real, draw back the nonessentials and examine what remains…  
an idealist sees reality as nonmaterial, realist sees an  

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 Course
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objective order, independent of humans  

- Epistemology…the theory of knowing and of knowledge, Key Points:
deals with the nature of learning itself—idealist teacher may  

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use the Socratic method to bring out latent ideas, Realists  Axiology
believe knowledge begin in the sensations we get from objects - Concerned with value,
in the environment. divided into two areas,
ethics and aesthetics
2. Axiology - Ethics deals with moral
values and appropriate
conduct.
- Concerned with value, divided into two areas, ethics and
- Aesthetics considers
aesthetics values in beauty and
- Ethics deals with moral values and appropriate conduct. art.
- Aesthetics considers values in beauty and art. - The good, the true, and
- The good, the true, and the beautiful the beautiful

3. Logic  Logic
- Addresses the rules of
- Addresses the rules of correct and valid thinking and correct and valid
considers the rules of inference that we use to frame thinking and considers
propositions and arguments the rules of inference
- Deductive logic moves from general statements to particular that we use to frame
instances and applications propositions and
arguments
- Inductive logic moves from particular instances and
- Deductive logic moves
applications to generalizations from general
statements to particular
 Enhancement Activity. This can be done through guided instances and
activity/practice, independent or self-directed practice and applications
independent assessment. - Inductive logic moves
from particular
instances and
Check on Progress I. applications to
generalizations
'Idealism’ and 'realism' emphasize values and subject manner,
respectively. What does 'pragmatism' emphasize?
Definition of Terms:
Note: a) Space is given below for your answer.
Metaphysics is the study
of the nature of reality.
________________________________________________________
________________________________________________________ Epistomology is the theory
________________________________________________________ of knowing and of
________________________________________________________ knowledge, deals with the
nature of learning itself.
________________________________________________________
________________________________________________________
________________________________________________________ Hazard Alerts:
________________________________________________________  
This may be in a form of
notice, caution, or
 Generalization.
warning.
Each of the four major philosophies just described begins with a
 
particular view of human nature and of values and truths, and  
then proceeds to suggest what such a view implies for  

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curriculum development. Before we conclude our discussion on

the philosophical foundations of curriculum, we should make

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note of a few educational philosophies in order to reinforce
what has been said so far.

 Application.

How important in Philosophical Foundations of the Curriculum in the learner’s total

development?

Course Packet Discussion Forum

Which among the theories presented in the learning packet do you think has the biggest
impact in the leaner?

Annexes
 Answer Key.

 References.

Bilbao, Purita P., et.al, (2008), Curriculum Development. Lorimar Publishing, Cubao, Quezon
City

Hunkins, F.P., & Ornstein, A.C. (2013). Curriculum: Foundations, principles, and issues.
Boston: Pearson.

https://www.slideshare.net/brendarachelmaxrie/foundation-of-education-15048865

 Feedback Form. This is an essential part of course packet. This must be submitted to the
faculty, copy furnished the Program Head and College Dean.
 

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