CHAPTER 1

NATURE OF THE CURRICULUM

By Definition
 “A course of study in the university.” – Dictionary
 “All the experiences of pupil which has undertaken in the audience of the school.” –
Blond’s Encyclopedia (1969)
 “All the learning activities which are planned and guided by the school, whether they are
carried out in groups or individually, inside and outside the school.” – Kerr (1969)
 “Curriculum is a tool in the hand of the artist (teacher) to mold his material (learners) in
accordance with his ideals in the school.” – Cunningham

By Points of View

A. Traditional
Curriculum is a body of subject or subject matter prepared by the teacher for the students to
learn. A "course of study" and "syllabus." It is a field of study. It is made up of its foundations
(philosophical, historical, psychological and social foundations; domains, of knowledge as well
as its research and principles.

Several proponents who gave their definition to curriculum:

 Joseph Schwab claimed that discipline is the sole source of curriculum. This
curriculum is divided into chunk of knowledge such as the English, Mathematics,
Science, Social Studies, etc.
 Robert M. Hutchins views curriculum as “permanent studies” where the rules of
grammar, reading, rhetoric, logic and mathematics for basic education are
emphasized.
 Arthur Bestor believes that the mission of the school should be intellectual discipline
of grammar, literature and writing. It should also include mathematics, science, history,
and foreign language

Curriculum then is viewed as written documents or a plan of action in accomplishing goals.

B. Progressive

Curriculum is the total learning experiences of the individual. This is anchored on John
Dewey's definition of experience and education. He believed that reflective thinking is a means
that unifies curricular elements. Thought is not derived from action but tested by application.

This related to the following proponents:

 Caswell and Campbell viewed curriculum as “all experiences children have under the
guidance of teachers.”
  Smith, Stanley and Shores defined “curriculum as a sequence of potential
experiences set up in schools for the purpose of disciplining children and youth in
group ways of thinking and acting.”
 Marsh and Willis defined curriculum as all the “experience in the classroom which are
planned and enacted by the teacher, and also learned by the students.”

A curriculum should provide a basis for planning a course. Producing and reviewing
curriculum incorporates the following:

Step 1: Diagnosis of needs (What needs to be taught?)

Step 2: Formulation of objectives (What objectives to be taught?)
Step 3: Selection of content (What information or data will be taught and where will it come
from?)
Step 4: Organization of content (How will the information be organized? Will it be on a textbook,
using the internet, etc.?)
Step 5: Selection of learning experiences (What learning experiences will the instructor
incorporate into the subject taught?)
Step 6: Organization of learning experiences (How will these learning experiences be
organized?)
Step 7: Determination of what to evaluate and the ways and means of doing it (How will
learning be assessed?)