FILAMER CHRISTIAN UNIVERSITY

A U T O N O M O U S S T A T U S

G R A D U T E S C H O O L
R o x a s A v e n u e , R o x a s C i t y

JUNDEL D. DETANGCO JOHN PAUL F. ADIONG DEVINE D. CATALAN AIMIE B. BARIL AINA ROSE D. DEITA MARIE OLGA D. DUNO SALVE LAURILLA JOCILYN S. RITAS REYNALDO G. PERALTA, EdD
Reporter Reporter Reporter Reporter Reporter Reporter Reporter Reporter Course Facilitator
KUMUSTA KUMUSTA
IKAW? SYA?
WHAT IS
LOVE?
CURRICULUM
VIEWS
What is views?
an opinion, belief, or idea,
or a way of thinking about something.
INTRODUCTION
Curriculum is one of the common terms in the field
of education, as a teacher you must have knowledge
about it. Curriculum provides teachers, students,
school leaders and community stakeholders a
measurable plan and structure for delivering a
quality education. The curriculum identifies the
learning outcomes, standards and core
competencies that students must demonstrate
before advancing to the next level.
 CONCEPT OF CURRICULUM

T h e C o n c e p t o f C u r r i c u l u m i s a s d y n a m i c

a s t h e c h a n g e s t h a t o c c u r i n s o c i e t y .

C u r r i c u l u m i s a l s o v i e w e d m e r e l y a s a

l i s t i n g o f s u b j e c t s t a u g h t i n s c h o o l . S o m e

d e f i n e i t a s a t o t a l l e a r n i n g e x p e r i e n c e

o f i n d i v i d u a l s n o t o n l y i n s c h o o l s b u t i n

s o c i e t y a s w e l l .
 That is why the curriculum is sometimes
characterized as fragmentary, elusive and
confusing. The numerous definition of
curriculum indicates dynamism, it has
diverse interpretations of what curriculum
is all about. Bilbao, et.al. (2008) describe
curriculum definitions as influenced by
modes of thoughts, pedagogies, political
as well as cultural experience.
TRADITIONAL VIEWS
and
PROGRESSIVE VIEWS
 TRADITIONAL VIEWS OF CURRICULUM

C u r r i c u l u m i s a b o d y o f s u b j e c t s o r

s u b j e c t m a t t e r p r e p a r e d b y t e a c h e r s f o r

t h e s t u d e n t s t o l e a r n o r t h e y c a l l i t a s

“ C o u r s e o f t h e s t u d y ” a n d “ S y l l a b u s ”
● Robert M. Hutchins views curriculum as a
permanent study where rules of grammar,
reading, rhetoric and logic and mathematics
for basic education are emphasized. It also
emphasizes the 3Rs and college education
should be grounded on liberal education.
Arthur Bestor, an Essentialist, believes that the
mission of school should be intellectual training,
hence curriculum should focus on the
fundamental intellectual discipline of grammar,
literature and writing. It also includes
mathematics, science, history and foreign
literature.
Joseph Schwab states that discipline is the
“Sole Source of Curriculum”. Thus in the
education system, the curriculum is divided
into chunks of knowledge which we call
subject areas in basic education such as
English, Mathematics, Science, Social Studies
and Others. In college, discipline includes
humanities, sciences, languages and many
more.
● Phenix said that the curriculum should
consist entirely of knowledge which comes
from various disciplines.
Curriculum is viewed as a field of study which is made up of its
foundation consisting of philosophical, historical, psychological
and social foundations; domains of knowledge as well as its
research theories and principles. It is taken as scholarly and
theoretical. Most of the traditional ideas view curriculum as
written documents or plan of action in accomplishing goals.
It is a group of subjects arranged in a certain sequence peculiar to the subject
field for the purpose of instruction. This is based on the assumption that the
role of education is to fit the individual for his place in the society. Unique
needs and interests have been placed second to the common needs of all. Such
traditional concepts of curriculum are now being challenged by those who see
a broader dimension of curriculum.
 PROGRESSIVE VIEWS OF CURRICULUM

I n t h e p r o g r e s s i v i s t v i e w , a l i s t i n g o f s c h o o l

s u b j e c t s , s y l l a b i , c o u r s e o f t h e s t u d y , a n d l i s t o f

c o u r s e s o r s p e c i f i c d i s c i p l i n e d o n o t m a k e a

c u r r i c u l u m . T h e s e c a n o n l y b e c a l l e d c u r r i c u l u m i f

t h e w r i t t e n m a t e r i a l s a r e a c t u a l i z e d b y t h e l e a r n e r s .
Curriculum is a total learning experience of the individual. John Dewey believed that
REFLECTIVE THINKING is a means that unifies curricular elements. Thought is not
derived from action but tested by application.
Palma (1992) defines curriculum as the sum of
all learning content, experiences and
resources that are purposely selected,
organized and implemented by the school in
pursuit of its peculiar mandate as a distinct
institution of learning and human
development.
 Caswell and Campbell define curriculum as “all
experiences children have under the guidance of the
teachers”. This definition is shared by Smith, Stanley and
Shores that curriculum is a sequence of potential
experiences set up in the schools for the purpose of
disciplining children and youth in group ways of thinking
and acting.
 Caswell and Campbell define curriculum as “all
experiences children have under the guidance of the
teachers”. This definition is shared by Smith, Stanley and
Shores that curriculum is a sequence of potential
experiences set up in the schools for the purpose of
disciplining children and youth in group ways of thinking
and acting.
 Marsh and Willis view curriculum as
“experiences in the classroom which are
planned and enacted by the teacher, and also
learned by the students”.
The modern dimension of curriculum consists of all experiences for
learning which are planned and organized by the school. It is composed
of the actual experiences and activities of learners inside and outside
the classroom under the guidance of the teacher for which the school
accepts responsibility. The curriculum becomes an enterprise in guided
living and specialized tool for directing the interest and abilities of
the learner toward effective participation in the life of the community
of the nation.
TRADITIONAL

PROGRESSIVE
Traditional curriculum:

● Teachers are a more influential figure

● Students are less proactive
● Parents are outside of the learning field
● There are uses of worksheets, lectures, and visual aids
● Test results matter and are often the passing criteria of a program
● Traditional curriculum is easily accessible and a quicker option
Progressive curriculum:

● Teachers are active participants

● There are more room for collaboration
● Students are encouraged to use their skills
● More exposure to the outside world
● Play, interaction, and experience are the focus
● Progressive curriculum is still relatively unknown with most
parents frowning at the idea
 Conclusion
Traditional curriculum is a more linear approach to learning
while progressive curriculum provides more hands-on
research, sudden program detours, and a chance to learn
things in the field. Traditional curriculum also instills that
school prepares you for life and learning is bound inside the
school grounds only while progressive curriculum teaches that
school is just another part of life and that your community and
your family are parts of the actual “schooling”.
THANK YOU!
MABUHAY!