SPOC: POINTERS TO REVIEW:
physics, theology, philosophy and
 Curriculum
 Types of Curriculum
 Four Educational Philosophies
 Robert Hutchins, Philip Phenix
The concept of curriculum is a
dynamic as the changes that occur
in society.
In its narrow sense curriculum is
viewed merely as a listing of
subject to be taught in school.
Broader sense, refers to the total
learning experiences of individuals
not only in schools but in society as
well.
Curriculum from different points of view:
 The concept of curriculum is
sometimes characterized as
fragmentary, elusive and confusing.
1. Traditional points of view of
curriculum:
 Curriculum is that it is a body of
subjects or subject matter prepared
by the teachers for the students to
learn. Synonymous of course of
study and syllabus.
Robert Hutchins
 Views curriculum as permanent
studies where the rule of grammar,
reading and logic etc. are emphasize.
Philip Phenix
 Study in the fields of mathematics,
education informed.
Basic education should emphasize the 3Rs
and college education should be grounded
on liberal education.
2. Progressive points of view of
curriculum:
 To a progressivist, a listing of
school, subjects, syllabi course of
study and list of courses.
Types of Curriculum operating in schools,
(Allan Glatthorn, 2000.)
1. Recommended curriculum – proposed
by scholars and professional organizations.
2. Written curriculum – appears in school,
district division or country documents.
3. Taught curriculum – what teachers
implement or deliver in the classroom and
schools.
4. Supported curriculum – resources
textbook, computers, audio visual materials.
5. Assessed curriculum – which is tested
and evaluated.
6. Learned curriculum – students actually
learn and what is measured and.
7. Hidden curriculum – the unintended
curriculum.
Philosophical Foundations of Curriculum:
  Provides educators, teachers and
curriculum makers with framework
for planning, implementing and
evaluating curriculum schools.
FOUNDATIONS OF CURRICULUM
Four Educational Philosophies:
 Perenialism – to educate the rational
person; cultivate intellect. Teachers
assist student to think with reason.
 Essentialism – to promote
intellectual growth of learners to
become competent. Teachers are sole
authorities in the subject area.
 Progressivism – promote democratic
social living. Teachers lead for
growth and development of lifelong
learners.
 Social reconstructionism – to
improve and reconstruct, education
for change. Teachers acts as agent of
change and reforms.
FUNDAMENTAL CONCEPTS IN
CURRICULUM
 Societal level of curriculum - the
farthest from the learners since this is
where the public stockholders.
 Institutional level of curriculum -
refers to the curriculum derived from
the societal level, with modification
by local educators or lay people;
 Instructional level of curriculum -
refers how teachers use the
curriculum developed in societal
level and modified in the
instructional level or what authorities
have determined;
 Experiential level of curriculum -
the curriculum perceived and
experienced by each student and
many, therefore, vary among lessons
because of individual differences.
 Psychological Foundation
Psychology is a unifying element
of the learning process.
 Behaviorism and Curriculum
 Cognition and Curriculum
 Phenomenology and
Curriculum
 Philosophical Foundation,
Philosophy is an important
foundation of curriculum because
philosophy advocated or
reflected by a particular school.
 Socio-Cultural
Curriculum discussion should
consider the social setting
especially the relationship
between the schools and society
and its influence on curriculum
decision.
TYPES AND PATTERNS OF
CURRICULUM
 Subject-Centered Curriculum
The subject centered curriculum
designs are the most popular and
widely used curriculum design.
 Learner-Centered Design
The students are the center of
focus of the program.
 Problem- Centered
Curriculum
Problem centered design are
organized to reinforced cultural
traditions and also addresses
those community and societal
needs that are currently unmet.