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SOFRONIO ESPAÑOLA CAMPUS

Chapter 2: Foundations of
Curriculum
Honny Grace J. Oczon
Faculty
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Objectives:
❑ Describe the foundations of curriculum
development
❑ Explain how each foundation influences
the curriculum development

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Curriculum Development
It is anchored on very solid
foundation. Although considered to be
new discipline, its significance in the
light of global development has now
been acknowledge.

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Foundations of Curriculum
1. Philosophical foundations
2. Historical Foundations
3. Psychological Foundation
4. Social Foundations

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Philosophical Foundations
Studying philosophy helps us deal with our
own personal systems of beliefs and values (it is
the way we perceive the world around us and how
we define what is important to us.) A philosophical
issues have always influenced society and
institutions of learning. A study of philosophy of
education in terms of curriculum development is
essential.

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Those who are responsible for

curricular decisions, therefore, should be
clear about what responsible for curricular
decisions, therefore, should be clear about
what they believe.
One important step in developing a
personal philosophy of education is to
understand the various alternatives that
other have developed over the years.
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Idealism
The doctrine of idealism suggest that
matter is an illusion and that reality is that
which exists mentally. It emphasizes moral
and spiritual reality as the chief explanation
of the world and considers moral values
absolute, timeless and universal.

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Realism
Proponents of realism view the world in
terms of objects and matter. They believe
that human behavior is rational when it
conforms to the laws of nature and is
governed by social laws.

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Pragmatism
In contrast to the traditional philosophies
(idealism and realism) pragmatism gives importance
to change, processes and relativity, as it suggests
that the value of an idea lies in its actual
consequences. According to pragmatists, learning
occurs as the person engages in transacting with
the environment. In this sense, whatever values and
ideas are upheld currently would be considered
tentative since further social development must
refine or change them.
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Curriculum, according to pragmatists,

should be so planned that it teaches the
learner how to think critically rather than
what to think. Teaching should therefore,
be more exploratory in nature than
explanatory.

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Existentialism
This doctrine emphasizes that there are no
values outside human beings, and thus, suggest
that human beings should have the freedom to
make choices and then be responsible for the
consequences of those choices. It emphasizes
that education must centre on the perceptions
and feelings of the individual in order to facilitate
understanding of personal reactions or response
to life situations.
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Perennialism
It advocates the permanency of knowledge
that has stood the test of time and values that
have moral spiritual bases. The underlying idea is
that education is constant, absolute and
universal. The curriculum of the perennialist is
subject-centered. It draws heavily on defined
disciplines or logically organized bodies of
content, but it emphasizes teaching/learning of
languages, literature, sciences and arts.
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Progressivism
According to progressivist thoughts, the
skills and tools of learning include problem
solving methods and scientific inquiry.
Teachers should not only emphasis drill and
practice, but should expose learners to
activities that relate to the real life
situations of students, emphasizing
“Learning by doing”.
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Essentialism
Essentialism comes from the word
“essential” which means the main things or the
basics. As an educational philosophy, it advocates
instilling in students with the “essentials” or
“basics” of academic knowledge and character
development. Essentialists believe that teachers
should instill traditional virtues such as respect
for authority, fidelity to duty, consideration for
others and practicality.
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Reconstructionism
It is a philosophy that believes in the rebuilding of
social and cultural infrastructionism. Students are to
study social problems and think of ways to improve
society.
The reconstructionist believe that as school/college
is attended by virtually all youth, it must be used as
means to shape the attitudes and values of each
generation. As a result, when the youth become adults
they will share certain common values, and thus the
society will have reshaped itself.
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Recitation
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Teacher Jane is concerned more on

conceptual matters since reality is mental.

Student Anton pursues a degree in

Education to fulfill his dream of becoming a
Teacher. This action demonstrate this kind
of philosophy.

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Teacher K views his students as a unique, free

choosing and responsible individuals. She
encourages them to develop their own
individualities.

Teacher has rich philosophical heritage one

which advocates the “Learning by doing”.

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Historical Foundation
Where is curriculum development
coming from? The historical foundations will
show to us the chronological development
along timeline.

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Franklin Bobbit (1876-1956)

- He started the curriculum
development movement
- Curriculum is a science that
emphasizes students’ needs
- Curriculum prepares learners for
adult life
- Objectives and activities should
group together when tasks are
clarified
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Werret Charters (1875-1952)

- Like Bobbit, he posited that
curriculum is science and
emphasizes students’ needs
- Objectives and activities should
match. Subject matter or
content relates to objectives.

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William Kilpatrick
- Curricula are purposeful
activities which are child-
centered. The purpose of the
curriculum is child
development and growth. He
introduced this project
method where teacher and
student plan the activities.

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Harold Rugg (1886-1960)

- Curriculum should develop the
whole child. It is child-centered.
- With the statement of
objectives and related learning
activities, curriculum should
produce outcomes.
- Emphasize social studies and
suggest that the teacher plans
curriculum in advance.
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Hollis Caswell (1901-1989)

- Curriculum is organized around
social functions of themes,
organized knowledge and
learner’s interest.
- Curriculum, instruction and
learning are interrelated.
- Curriculum is asset of
experiences. Subject matter is
developed around functions and
learners’ interests.
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Ralph Tyler (1902-1994)

- Curriculum is a science and an
extension of school’s philosophy. It is
based on students’ needs and interest.
- Curriculum is always related to
instruction. Subject matter is organized
in terms of knowledge, skills and
values.
- The process emphasizes problem
solving. Curriculum aims to educate
generalists and not specialists.
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Hilda Taba (1902-1967)

- She contributed to the
theoretical and pedagogical
foundations of concepts
development and critical
thinking in social studies
curriculum.
- She helped lay the foundation
for diverse student population.

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Peter Oliva (1992-2012)

- He described how curriculum
change is a cooperative
endeavor.
- Teachers and curriculum
specialist constitute the
professional core of planners.
- Significant improvement is
achieved through group
activity.
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Psychological Foundation of
Curriculum
It provides a basis to understand the
teaching and learning process. It unifies
elements of the learning process.

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Association and
Behaviorism

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Ivan Pavlov (1849-1936)

- He is the father of the Classical
Conditioning theory, the S-R
theory
- The key to learning is early years
of life is to train them what you
want them to become.
- S-R Theory is a foundation of
learning practice called
indoctrination.
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Edward Thorndike (1874-1949)

- He championed the
Connectionism Theory
- He proposed the three laws of
learning;
a. Law of readiness

b. Law of exercise

c. Law of effect

- Specific stimulus has specific

response
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Robert Gagne (1916-2002)

- He proposed the Hierarchical
Learning Theory. Learning
follows a hierarchy
- Behavior is based on
prerequisite conditions.
- He introduced tasking in the
formulation of objectives.

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Cognitive Information
Processing Theory

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Jean Piaget (1896-1980)

- Theories of Jean Piaget
a. Cognitive development has stages from birth to
maturity:
i. Sensorimotor stage (0-2)
ii. Preoperational stage (2-7)
iii. Concrete operations stage (7-11)
iv. Formal operations (11- onwards)
- Keys to learning
a. Assimilation (incorporation of new learning)
b. Accommodation (learning modification and
adaptation)
c. Equilibration (balance between previous and later
learning)
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Lev Vygotsky (1896-1934)

- Theories of Lev Vygotsky
a. Cultural transmission and development:
children could, as a result of their interaction
with society, actually perform certain cognitive
actions prior to arriving at development stage
b. Learning precedes development
c. Sociocultural development theory
- Keys to Learning
a. Pedagogy creates learning processes that lead
to development
b. The child is an active agent in his or her
educational process
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Howard Gardner
- Gardner’s multiple intelligences
a. Humans have several different ways of

processing information and these ways

are relatively independent of one
another
b. There are eight intelligences of one

another: linguistic, logico-

mathematical, musical, spatial,
bodily/kinesthetic, interpersonal,
intrapersonal, and naturalistic.
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Daniel Goleman
- Emotion contains the power
to affect action
a. He called this Emotional

Quotient.

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Humanistic
Psychology

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Gestalt
- Gestalt Theory
a. Learning is explained in terms of
“Wholeness” of the problem
b. Human beings do not respond to
isolated stimuli but to an organization or
pattern of stimuli.

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- Keys to learning
a. Learning is complex and abstract

b. Learners analyze the problem,

discriminate between essential

and nonessential data, and
perceive relationships.
c. Learners will perceive something

is relation to the whole.

What/how they perceive is
related to their previous
experiences.
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Abraham Moslow (1908-1970)

- He advanced the Self-Actualization
Theory and classic theory of human
needs
- A child whose basic needs are not met
will not be interested in acquiring
knowledge of the world.
- He put importance to human emotions,
based on love and trust.
- Key to learning
a. Produce a healthy and happy learner
who can accomplished, grow and
actualize his or her human self.
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Carl Rogers (1902-1987)

- Nondirective and Therapeutic Learning
a. He established counselling procedures

and methods for facilitating learning.

b. Children’s perceptions, which are
highly individualistic, influence their
learning and behavior in class.

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- Key to learning
a. Curriculum is concerned with

process, not product; personal

needs, not subject matter,
psychological meaning, not
cognitive scores.

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Social Foundations of
Curriculum

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Schools and Society

- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change

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John Dewey (1859-1952)

- Considered two
fundamental elements –
schools and civil society –
to be major topics needing
attention and
reconstruction to
encourage experimental
intelligence and plurality

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Alvin Toffler
- Wrote the book Future Shock
- Believe that knowledge should prepare
students for the future
- Suggested that in the future, parents might
have the resources to teach prescribed
curriculum from home as a result of
technology, not in spite of it. (Home
Schooling)
- Foresaw schools and students worked
creatively, collaboratively, and independent
of their age.
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Thank you
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Thank you.
For details, please
contact the following:

Hgoczon3@gmail.com

Facebook Messenger:
Honny Grace Oczon

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PSU VISION
“A premier State University in the Southeast Asia that
provides excellent and relevant Higher Education for
Sustainable Development.”.

PSU Mission
“The Palawan State University is committed to upgrade the
quality of life of the people by providing higher education
opportunities through excellent instruction, research,
extension, production services and transnational
collaboration and innovations.”