EDU 601-

TRADITIONAL CURRICULATISTS

 Robert Maynard Hutchins (January 17, 1899 – May 14, 1977) was an American educational
philosopher. He was president (1929–1945) and chancellor (1945–1951) of the University of
Chicago, and earlier dean of Yale Law School (1927–1929)
 Hutchins views curriculum as a permanent study where rules of grammar, reading,
rhetoric, logic, and mathematics for basic education are emphasized. It also
emphasizes the 3Rs and college education should be grounded on liberal education.
 He was a chancellor of the University of Chicago who argued that the ideal
education is one that is designed to develop the mind.
 To support the development of the mind, he proposed a curriculum based on the
“Great Books” of Western civilization.
 Arthur Eugene Bestor Jr. (September 20, 1908 – December 13, 1994) was a historian of the
United States, and during the 1950s a noted critic of American public education.
 Bestor is a professor and an essentialist who believes that the mission of the school is to
train the intellectual capacity of learners.
 The curriculum must consist essentially of disciplined study in five great areas
(a) Command of mother tongue and the systematic study of grammar, literature, and
writing
(b) Mathematics
(c) Sciences
(d) History
(e) Foreign language
 Two of his well-known writings, Educational Wastelands and The Restoration of
Learning, explored what he called the “sterility” of American pre-collegiate education.
 Philip Henry Phenix (1915-2002), an educational philosopher at Teachers College, Columbia
University.
 He asserts that the curriculum should consist entirely of knowledge that comes from
various disciplines
 The curriculum should consist entirely of knowledge that comes from various
disciplines. Education should be conceived as a guided recapitulation of the process
of inquiry that gave rise to the fruitful bodies of organized knowledge comprising the
established disciplines.
 He’s the author of eight books, including Realms of Meaning, Man and His Becoming
Education and the Worship of God, and Education and the Common Good, many of
which were translated into several different languages.
 Most of Phenix’s books are about integrating all the disciplines, religion, the
absolute, and the final meaning, which is for him the ultimate reason to bring all
these disciplines together.

PROGRESSIVE CURRICULATISTS (Colin J. Marsh & George Willis)

 Colin J. Marsh (1939-2012) is Adjunct Professor at Curtin University, Western Australia.

  He has written over 30 books on teaching and learning, including in the areas of
curriculum planning, development, and evaluation.
 Some of these famous books are Studying Subjects; A Guide, Curriculum; Alternative
Approaches, Ongoing Issues, Key Concepts for Understanding Curriculum,
Curriculum; Alternative Approaches, Ongoing Issues and etc.
 He and George Willis define curriculum as the “experiences in the classroom which
are planned and enacted by the teacher, and also learned by the students.”
 John Dewey (October 20, 1859- June 1, 1952) was an American philosopher, psychologist, and
educational reformer.
 a founder of the philosophical movement known as pragmatism, a pioneer in
functional psychology, and a leader of the progressive movement in education in
the United States.
 “Dewey’s method of teaching” progressive education is essentially a view of
education that emphasizes the need to learn by doing. He believed that human
beings learn through a “hands-on approach”.
 Dewey’s educational theories were presented in My Pedagogic Creed (1897),
The Primary-Education Fetich (1898)/ The School and Society (1900), The Child
and the Curriculum (1902), Democracy and Education (1916), Schools of To-
morrow (1915) with Evelyn Dewey, and Experience and Education (1938) .
 Dewey’s Four Principles:
1. Learning by doing or experiential learning
2. Discussion
3. Interactive
4. Interdisciplinary
 Hollis Leland Caswell (October 22, 1901 – November 22, 1988) was an American educator who
became an authority on curriculum planning in schools. He also directed surveys of curriculum
practices in several school systems and wrote several books on the subject.
 He believed that the curriculum should be based on the needs of the learners and
they must experience what they learn, so, the curriculum should be formed to
provide experiences.
 He launched several studies of educational systems during this time, publishing his
findings ( “City Schools Surveys an Interpretation And Appraisal” (1928), “Education
in Middle School” (1942), “Program-Making in Small Elementary Schools” (1942),
“American High School Its Responsibility and Opportunity” (1946)
 He and Kenn Campbell believe that curriculum is all the experiences in the
classroom that are planned and enacted by the teacher and also learned by the
students.
 Important Components in Curriculum

PROGRAM PROSPECTUS
It enumerates all courses offered by any program for all year levels with the corresponding number of
units for each course.

COURSE SYLLABUS
- Course guidelines focus on content, teaching style, and academic standards, including institution vision,
goals, objectives, learning materials, assessment, references, grading criteria, and professor contact and
consultation hours.

LESSONS LEARNING PLANS

- A teacher's document for students outlines lesson topics, background, objectives, discussion, activities,
insights, reflection, and assessment, with optional take-home tasks.

CURRICULUM AND EXTRACURRICULAR PROGRAM OF THE SCHOOL

- List of organizations offering students’ academic and extracurricular activities to support school
programs.

SOCIETAL CURRICULUM
-The informal unwritten curriculum that influences and creates new perspectives.

HIDDEN OR COVERT CURRICULA

-The hidden or unintended modes of instruction that teachers develop based on their interactions with
students in the context of the school environment.

NULL CURRICULUM
-There are many topics that can possibly be included and excluded from the curriculum.

CONCOMITANT CURRICULUM
- Influenced by religious beliefs, values, ethics, family experiences, and social experiences, children learn
through practice.

RHETORICAL CURRICULUM
- The curriculum includes policy-makers, school officials, educational initiatives, updated practices, and
published work.

CURRICULUM-IN-USE
-The actual curriculum delivered by the teacher in the actual classroom setting.

RECEIVED CURRICULUM
-The overall curriculum that is actually delegated to the students. These are the topics that students are
able to apply in real life.
INTERNAL CURRICULUM
- The curriculum combines content with learners’ experiences and realities.

THE ELECTRONIC CURRICULUM

- Curriculum utilizes online electronic technology for student learning resources.

 A curriculum approach is a method for managing and implementing a curriculum, focusing on

various aspects of development and transaction, ensuring planned and organized learning
experiences for learners.

TYPES OF CURRICULUM APPROACHES

 Behavioral Approach
- Frederick Taylor's behavioral approach prioritizes learning goals and objectives, facilitating
lessons and activities based on these objectives. This approach is based on a blueprint, ensuring
efficiency in education. It begins with setting goals and objectives, which are crucial for
curriculum implementation and evaluating learning outcomes. Behavior indicates
accomplishment.
 Managerial approach
- The Managerial Approach involves the principal as both curriculum leader and instructional
leader, setting policies, and priorities, and directing change and innovation. School
administrators focus on organization and implementation, while Curriculum Supervisors
develop education goals, plan curriculum, design programs, schedule classes, prepare guides,
evaluate textbooks, observe teachers, assist in implementation, encourage innovation, and
develop standards for curriculum and instructional evaluation.
 Systems Approach
- Systems approach examines school district relationships and decision-making through
organizational charts, focusing on administration, counseling, curriculum, instruction, and
evaluation, examining line-staff relationships and decision-making processes.
 Humanistic approach
- The humanistic approach, rooted in progressive philosophy, prioritizes individual development
and focuses on the learner's center, considering both formal and informal curriculums.