Curriculum:

Concepts, Nature and

Purposes

Prepared by: Vivian Balubal

Lesson 1:
Lesson 1:Nature and Purposes of Curriculum
Concepts,
Concepts,
Purita Nature and Purposes of Curriculum
B. Bilbao
Purita B. Bilbao
Major
Foundations of
Curriculum
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
Philosophical Foundations
of Curriculum
 PHILOSOPHICAL FOUNDATIONS of CURRICULUM

Philosophy provides educators, teachers and

curriculum makers with framework for planning,
P implementing and evaluating curriculum in
hi schools.
lo
so
pi The philosophy of a curriculum planner,
ca implementer or evaluator reflects his or her life
l
experiences, common beliefs, social and
economic background and education.

Example: John Dewey Theory (1916)

-Education is a way of life.
 Four Educational Philosophies

Perennialis Essentialis
P
m m
hi
lo
so
pi
ca
l
Progressivis Reconstructi
m o-nism
 Four Educational
Philosophies
a. Perennialism
• To educate the rational person;
Aim of
Education
• To cultivate the intellect
P
hi
lo
Role of
• Teachers help students think with reason
so Education
pi
ca
l • Classical subjects, literary analysis and
Focus in the
Curriculum
curriculum is constant

• Use of great books and return to liberal

Curriculum
Trends
arts
 Four Educational
Philosophies
b. Essentialism
• To promote the intellectual growth of the individual
Aim of and educate a competent person
Education

P
hi • The teacher is the sole authority in his or her subject
lo
Role of area or field of specialization.
so Education
pi
ca • Essential skills of the 3 R’s and essential subjects of
l
Focus in the
English, Science, History, Math and Foreign
Curriculum Language.

• Excellence in education, back to basics and cultural

Curriculum literacy
Trends
 Four Educational
Philosophies
c. Progressivism

• To promote democratic and social living

Aim of
Education

P
hi • Knowledge leads to growth and development of lifelong
lo
Role of learners who actively learn by doing
so Education
pi
ca
• Subjects are interdisciplinary, integrative and interactive.
l
Curriculum is focused on students’ interests, human
Focus in the
Curriculum problems and affairs

• School reforms, relevant and contextualizes curriculum,

Curriculum humanistic education
Trends
 Four Educational
Philosophies
d.
Reconstructionism
• To improve and reconstruct the society
Aim of • Education for change
Education

P
hi • Teachers act as agents of change and reform in
lo
so
Role of
Education
various educational projects including research
pi
ca
l • Focus on present and future trends and issues
Focus in the
Curriculum
of national and international interests.

• Equality of educational opportunities in

Curriculum
Trends
education; access to global education
Historical Foundations
of
Curriculum
 Curriculum
Theorists •Franklin Bobbit (1876-1956) -
presented curriculum as a
science that emphasizes on
H students' need. Curriculum
is prepares for adult life.
t
o
ri
c
al •Werret Charters (1875-1952)
- considered curriculum also
as a science which is based
on students' need and the
teachers plan the activities.
 Curriculum
• Theorists
William Kilpatrick (1871-1965)
– viewed curriculum as
purposeful activities which are
H child-centered. The purpose of
is curriculum is child development
t and growth.
o
ri
c
al •Harold Rugg (1886-1960) -
Curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the lesson
in advance.
 Curriculum
Theorists
•Hollis Caswell (1901-1989)
- sees curriculum as organized
H around social functions of themes,
is
t organized knowledge and earner's
o interests.
ri
c
al
• Ralph Tyler (1902-1994)
- believes that curriculum is a science
and an extension of school's
philosophy.
 Historical
Foundations of
Curriculum
H The historical development shows the different
is changes in the purposes, principles and content of
t
the curriculum. The different changes are
o
ri influenced by educational philosophy, psychology
c and pedagogical theories.
al This implies that curriculum is ever changing
putting in knowledge and content from many
fields of discipline.
Psychological
Foundations
of
Curriculum
 Psychological Foundations of
Curriculum

P
s
y
Psychology provides a basis for the teaching and
c
h learning process..
ol
o Three major groups of learning theories:
gi 1. Behaviorist Psychology
c 2. Cognitive Psychology
al 3. Humanistic Psychology
1. Behaviorist Psychology

learning should
- - learning should be
be organized
organized inin order
order
thatstudents
that studentscan
canexperience
experiencesuccess
successinin
the process
the process ofof mastering
mastering the
the subject
subject
matter.
matter.
2. Cognitive Psychology

- - Learning constitute a logical method

Learning constitute a logical method
for
fororganizing
organizingand
andinterpreting
interpreting
learning.
learning.
 3. Humanistic Psychology

P
s
y Curriculum is concerned with the
Curriculum is concerned with the
c
h process
processnot
notthe
theproducts;
products;personal
personal
ol needs
needsnot
notthe
thesubject
subjectmatter;
matter;
o
gi
psychological
psychologicalmeaning
meaningand
and
c environmental
environmentalsituations.
situations.
al
 InSummary,
In Summary,psychology
psychologyhashasgreat
great
influencein
influence inthe
thecurriculum.
curriculum.Learners
Learners
P arenot
are notmachines
machinesandandthe
themind
mindisisnot
not
aacomputer.
computer.Humans
Humansarearebiological
biological
s
y
c
beingsaffected
beings affectedbybytheir
theirbiology
biologyand
and
h cultures.
cultures.
ol The psychological foundations
The psychological foundations will will
o
gi helpcurriculum
help curriculummakers
makersin innurturing
nurturing
aamore
moreadvanced,
advanced,more
more
c
al
comprehensiveand
comprehensive andcomplete
completehuman
human
learning.
learning.
 Social
Foundation
s of
Education
 Social Foundations of
Education

Schools exist within the social context . Societal culture

S affects and shapes schools and their curricula.
o
ci In considering the social foundations of curriculum, we
must recognize that schools are only one of the many
a
institutions that educates society. The home, the family,
l community, likewise , educate the people in the society.
But schools are formal institutions that address more
complex and interrelated societies and the world.
 Social Foundations of
Education
Society as ever dynamic is a source of a very fast
changes which are difficult to cope with and to adjust to.
Thus, schools are made to help to understand these
S changes. In order for schools to be relevant, schools
o curricula should address diversity, explosion of
ci knowledge, school reforms and education for all.
a
l The relationship of curriculum and society is mutual and
encompassing. Hence, to be relevant, the curricula
should reflect and preserve the culture of society and its
aspirations. At the same time, society should also
imbibe the changes brought about by the formal
institutions called schools.
Thank you for listening!