Curriculum: Concepts, Nature and Purposes

*In a narrow sense:

Curriculum is viewed merely as listing of
subjects to be taught in school.

*In a broad sense:

Curriculum refers to the total learning
experiences of individuals not only in schools
but in society as well.
 Different Views of Curriculum
1.Traditionalist Point of View
Curriculum is a body of subjects or subject
matter prepared by the teachers for the students
to learn.
= synonymous to the “ course of study” and
syllabus
= Arthur Bestor, an essentialist, believes that
the mission of the school should be intellectual
training.
= Joseph Schwab states that discipline is the
sole source of curriculum

=Curriculum is divided into chunks of

knowledge we call subjects ex. English,
History, Mathematics, etc.

=Curriculum can be viewed as a field of study

2. Progressivist Points of View
 Anchored on John Dewey’s view –
reflective thinking is a means that
unifies curriculum elements.

 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 the schools for the
purpose of disciplining children.
= Marsh and Willis defined curriculum
“all the experiences in the classroom
which are planned and enacted by the
teacher and learned by the students.
 Point of View on Curriculum
Development
Curriculum is a dynamic

 What is meant by curriculum is

dynamic?
 Tyler posited four fundamental
considerations in Curriculum
Development:

1. Purposes of the School

2. Educational experiences related to the
purpose
3. Organization of the experiences
4. Evaluation of the experiences
How Curriculum Evolves
From the various definitions and
concepts presented, it is clear
that the curriculum is a dynamic
process.
Development connotes changes
which are systematic.
A change for the better
means alteration,
modification or
improvement of existing
condition.
Concepts and Models of Curriculum
Development
Ralph Tyler Model- Four Basic Principles

Popularly known as Tyler’s Rationale -

posits four fundamental questions or
principles in examining any curriculum in
schools
What the educational purposes
should the school seek to attain?
Purposes of school
What the educational experiences
can be provided that are likely to
attain these purposes?
 Educational experiences
related to the purposes

How can these educational

experiences be effectively
organized?
Organization of the
experiences
How can we determine whether
these purposes are being
attained or not?
Evaluation of the experiences
Hilda Taba

Believed that teachers who

teach or implement the
curriculum should participate
in developing it
seven major steps where
teachers could have a major
input
 diagnosis of learners needs and
expectations of the larger society
 formulation of the learning
objective
 selectionof the learning content
 organization of the learning activities
 determine of what to evaluate and the
means of doing it
 STATING OBJECTIVES
 

SELECTING LEARNING EXPERIENCES

 
ORGANISING LEARNING EXPERIENCES
 

EVALUATION
 MAJOR FOUNDATIONS OF
CURRICULUM
1. Philosophical
2. Historical
3. Psychological
4. Social
PHILOSOPHY
- provides educators, Ts,
curriculum makers with
framework for planning,
implementing and evaluating
curriculum in schools
helps in answering what
schools are for, what
subjects are important, how
Students should learn, what
are the materials and
methods of teaching?
JOHN DEWEY- “Education is a way of
life”. - a laboratory in which philosophy
becomes concrete and is tested
Purpose of School

1. Studies of Learners
2. Suggestions from Specialists
3. Studies of Contemporary Lives
4. Use of Philosophy
5. Use of Psychology of Learning
HISTORICAL FOUNDATIONS
 America has the greatest influence in
Philippine Education

1. BOBBIT
- presented curriculum as a science
that emphasizes on students’ needs
 Historical development shows
the different changes in the
purpose, principles and content of
curriculum
 Changes in the curriculum are
influenced by educational
philosophy, psychology and
pedagogical theories
Changes in the Basic Education Curriculum

BEC RBEC K-12

CHARTER- like Bobbit,
curriculum is a science, purpose of
curriculum is a child development
and growth
KILPATRICK- curriculum are
purposeful activities which are
child-centered
RUGG- curriculum should develop the whole
child; it is child-centered

CASWELL- curriculum is organized around

social functions of themes, knowledge and
learners’ interests

TYLER- curriculum is a science and an

extension of schools’ philosophy
EDUCATIONAL PHILOSOPHY

Perennialism

Aim of Education - to educate the

rational person; to cultivate the intellect
Role of Education – teachers help
students think with reason
Focus in the curriculum – classical
subjects, literary analysis
Essentialism
Aim of Education - promote intellectual growth of
the individual and educate a competent person.
Role of Education - teacher is the sole
authority in his or her subject area
Focus in the curriculum – Essential skills of
the 3 R’s; English, Science, History, Math
and Foreign Language
 Compare/Contrast
(Aim of Curriculum)

Perennialism Essentialism
 Compare/Contrast
(Role of Education)

Perennialism Essentialism
Progressivism

Aim of Education - to promote democratic and

social living
Role of Education - knowledge leads to growth
and development of lifelong learners
Focus in the Curriculum – subjects are
interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interests,
human problems and affairs.
Reconstructionism

 Aim of Education - to improve and

reconstruct society; Education for change
Role of Education – teachers act as agents of
change
Focus in the curriculum - present and future
trends and issues of national and international
interests.
 Compare/Contrast
(Aim of Curriculum)

Progressivism Reconstructionism
 Compare/Contrast
(Focus of Curriculum)

Progressivism Reconstructionism
Educational
Philosophy
lays the strong
foundation of any
curriculum.
 PSYCHOLOGICAL FOUNDATIONS

1. BEHAVIORIST THEORIES - learning

should be organized in order that students can
succeed in their subject matter

Proponents of Behavioral Psychology includes:

 Ivan Pavlov – Classical conditioning
 B.F. Skinner – Operant Conditioning
 Albert Bandura – Observation Theory
 Robert Gagne – Hierarchical Learning
1. COGNITIVE THEORIES –
How the learners store information?
Cognitive Psychologist focus their attention on how
individuals process information and monitor and
manage thinking.
 Advocates of Cognitive Psychology

 Jean Piaget – Cognitive Development Stages

 Lev Vygotsky – Social Constructivism
 Howard Gardner – Multiple Intelligences
 Felder and Silverman – Learning Styles
 Daniel Goleman - Emotional Intelligences
 Teachers use a lot of problem of thinking skills in
teaching and learning. These are exemplified by
reflective thinking, creative thinking, intuitive
thinking, discovery learning and many others.

1. HUMANISTIC PSYCHOLOGY
concerned with how learners can
develop their human potentials
- third force learning theory after
behaviorism and cognitive
development
SOCIAL FOUNDATIONS
- social cultures affect and shape schools and
their curricula
- the way school buildings are structured, the
way classroom and students are organized reflect
the cultural views and values of society
- schools are one of the
different societal structures that
educate the learners
- includes home (family),
community(environment),
church, peers etc.