SOCIAL DIMENSIONS IN CURRICULUM DEVELOPMENT

EDUCATION FOR SOCIETY AND INDIVIDUAL
PREPARED BY: MA. CECILIA P. BLANCO, RN

arithmetic. sanctified by their own zeal. .INTRODUCTION There are Christian Missionaries who took over the schooling in Wachagga village and taught with great zeal the basic skills of reading. and reverence for the Lord. do arithmetic. all the young Wachaggans in the village had mastered the basics and could read. The missionaries did a fine job. write. and revere. writing. and when they left.

By ³all the young Wachaggans.´ . drought heat.´ which translates roughly ³ Be ware of pedagogues peddling basic skills. ³Caveat discipulus. European clothing. etc. sharks.´ we mean the sole two youngsters who accidentally survived the lions. This experience gave rise to the old Tanzanian proverb.

. in any society is determined by the actual nature of that society itself and not by misperceptions or well-intentioned wishes about the nature of that society or culture. and therefore. of curriculum.The Wachaggans in their savage innocence. recognized too late a truth about education which is overlooked by equally overwhelming number of curriculum developers in their civilized ignorance: That the kind of education.

we are in danger of developing irrelevant curriculum unless we examine the nature of our culture and society as they exist and the nature of the forces which set its tone and emphases before we decide upon the education needed. Like the Wacchagans. .

. Education must start and end in native grounds.  Such adaptation of foreign sources could only play a supplementary and subsidiary role.  Not everything foreign must be eschewed.

. And if they should be adapted it should fit the national needs and aspirations of the borrower country.

EDUCATION. .  Socialization as an active educative process.  Learning or education is defined as the way in which an individual acquires socially standardized behaviors. FOR SOCIETY OR FOR INDIVIDUAL  One of the main functions of education is to prepare the individual to become useful member of the society. the learner socializes with others and takes the roles expected of him in view of his social position.

suppressed. has sufficient irregularities.  The innate tendencies of a learner are modified. or encouraged according to social demands around him. understanding.  The individual internalizes the demands of his surrounding culture. . and scientific investigation.  Learning process is primarily social. Behaviors that include also the modes of thought and concepts which direct perception and understanding.  Behaviors may be both individual and culturally shaped.

consider the others¶ demands and then implement behavior that maintains harmony. .  The purposes and desires of the people in the society where he belongs are in the forefront.  The individual must weigh his own needs.  The needs of society must receive consideration. Throughout life there are circumstances in which the individual can not have his own way.

.  The individual sizes up the dimensions of society. Basic to this harmonization is the capability of the individual to know himself. to have integrated his experience and to be able to affirm his own values and goals.  He still has control over his own person and decision.

without forgetting that the individual must maintain his identity and individuality. In curriculum development.  The curriculum must assist the individual to understand the process of harmonization and to develop a repertoire of behaviors that will serve in broad range of situations such as compassion. awareness. initiative and inquiry. . the social phenomena must be taken into consideration. understanding. sensitivity. acceptance. affection.

 There must be choice up to a point. . The curriculum must foment a reasonable conformity to social norms and standards without going against individual expression.

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