LANGUAGES SCHOOL

CURRICULUM DESIGN
UNIT 2 “CURRICULUM FOUNDATIONS”
HOMEWORK ASSIGNMENT 1
DESCRIPTIVE ESSAY ABOUT CURRICULUM
FOUNDATIONS

STUDENT’S NAME:
Ascencio Trejo Yesica Araceli 31-5100-2017
Alfaro Avalos, Nataly Alejandra 31-2953-2015
Tejada, Olga Aracely 31- 3017-2009

DUE DATE:
September 17th/ 2022.
 CURRICULUM FOUNDATIONS

Curriculum as a field of study has been characterized as elusive, fragmentary, and

confusing. Certainly, the field can be all that at times, but curriculum as a field of
study is crucial to the health of schools and society. (Ornstein & Hunkis, 2017).
Foundations of curriculum are the considerations of educational programs and
policies in the light of an interdisciplinary endeavor involving philosophical,
psychological, sociological, and historical understandings.

First of all, curriculum decisions involve a wide range of considerations that anchor
several issues in education. These issues include the purpose of learning, sources
of the subject matter, the nature of the teaching/learning process, and characteristics
of the learner, among others (Ekanem, & Ekefre, 2014). Additionally, these decisions
are based or anchored on certain fundamental beliefs that spring from one’s
philosophy of education. Also, this is what made it possible for philosophy to be
viewed or taken as one of the foundations of curriculum. In addition, the various
philosophical thoughts that influence curriculum are idealism, realism, existentialism,
pragmatism, essentialism, perennialism, and deconstructionism.

Alistair (2000) argues that no curriculum does not draw inspiration from these
philosophical schools of thought. In fact, philosophy helps us to handle our system
of beliefs and values, that is, the way and manner that we perceive the world around
us and how we define what is important to us. Since philosophical issues have
always influenced society and our institutions of learning, the study and
understanding of philosophy of education about curriculum development become
vital and imperative.

Basically, philosophy of education does influence, and to a greater extent determines

our educational decisions and alternatives. As a result, those that are responsible
for curricular decisions need to be clear about what the belief or their belief system
is. However, this is based on the fact that unclear or confusing beliefs will lead to an
unclear and confusing curriculum (Ekanem, 2013). Otherwise, one vital step in
developing a personal philosophy of education is to understand the several
alternatives that others have developed over the years.

Secondly, educational psychology as a discipline is concerned with the question of

how people learn (Ornstein and Hunkins, 1998). In the same way, psychologists are
concerned with establishing patterns in human life to be able to understand and
predict behavior (Shiundu and Omulando, 1992). Therefore, educational psychology
as a discipline advances principles of teaching and learning that influence teacher-
student behavior within the context of the curriculum. Eventually, this is because
psychology is the unifying element in the learning process. For instance, John
Dewey, a renowned educationist acknowledges that psychology is the
understanding of how the individual learner interacts with objects and persons in the
environment. Also, the quality of this interaction determines the amount and type of
learning.

Similarly, psychology in general and educational psychology, in particular,

contributes to appropriate decision-making in curriculum regarding the selection and
organization of appropriate objectives, learning experiences, and methods of
evaluation as well as decisions regarding the scope of the curriculum. According to,
Ornstein and Hunkins (1998) psychology serves as the impetus for many curriculum
decisions. Also, the psychological influences of curriculum can best be understood
through theories of learning. These theories of learning are classified into three
broad categories as follows: Behavioral learning, cognitive and developmental
learning, and humanistic learning theories.

Thirdly, schools are part and parcel of society and exist for society. Even, society
influences society through its curriculum. Additionally, schools, through their
teaching of the curriculum, can shape and mold society, and society in turn can
impact the curriculum. Thereby, is rarely a curriculum that is developed without
reflecting on society. However, to understand how the content of schooling is shaped
in any society, we must understand the relationship between education and other
institutions in society. In other words, 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.
In addition, knowing the social foundations of curriculum is crucial in making
decisions about what should be included in the curriculum and eventually what
happens in the classroom. In particular, a curriculum should be able to prepare
students for the present and the future. In other words, a curriculum should address
the wants and needs of learners by responding to social conditions locally, nationally,
and globally.

Last but not least, history is the creation resulting from human activities through
participating in different events. To be certain of what will happen in the future, one
has to trace back to what transpired in the past. Hence, the historical foundation of
curriculum addresses different phases of human development. Additionally, students
recognize that events in culture and personal issues take place continually. Also, the
number of events and issues we face is so overwhelming at times that we often don’t
know how to make sense of what is taking place. At this point, the study of history
can help students gain perspective on events and issues they face, and the ability
to break down and analyze events is an important step in critical thinking. Therefore,
from the historical foundation of curriculum, a study on politics, economics,
geography, agriculture, religion, and sociocultural practices are expounded to be
certain with the past and predetermine the future for the well-being of the society.
Eventually, curriculum developers always ensure the historical perspective is well
reflected when designing curriculum to capture not only the local flavor but also
global historical views.

In conclusion, philosophy directs our actions. In the absence of a coherent

philosophy, an educator is unduly influenced by external pressures. Also, to a large
extent, curriculum reflects philosophy. Additionally, the importance of philosophy is
the all-encompassing aspect of the educational process as necessary for forming
fundamental dispositions, intellectual and emotional, toward nature and fellow man.
However, major philosophical viewpoints have emerged within the curriculum field:
idealism, realism, pragmatism, and existentialism. These viewpoints range from
traditional and conservative to contemporary and liberal. Furthermore, they have
influenced educational theories: perennialism and essentialism, which are traditional
and conservative; and progressivism and reconstructionism, which are
contemporary and liberal. Also, few schools adopt a single philosophy; most
combine various philosophies. But we believe that no single philosophy, old or new,
should exclusively guide decisions about schools and curriculum. Finally, the most
important thing is that a school’s approach to curriculum is politically and
economically feasible and that it serves the needs of students and society. Too often,
teachers and administrators plan and implement behavioral objectives with minimal
regard to a school’s overall philosophy. To conclude, curriculum workers must help
develop and design school practices in harmony with the philosophy of the school
and community.