Famous Curricularist of the Past
Franklin Bobbit
(1876-1956)
• He viewed curriculum as a
science that emphasizes the needs
of students.
• He formulated the five steps in
curriculum making: (a) analysis
of human experience, (b) job
analysis, (c) deriving objectives,
(d) selecting objectives and (e)
planning in detail.
Harold Ruggs
(1886-1960)
• He introduced the concept
of development of the child,
emphasized social studies in
the curriculum and the
importance of planning in
advance.
• He championed the
expansion of creative
activities within school
curriculum.
Werret Charters
(1875-1952)
William Kilpartrick
(1871-1965)
• He gave emphasis to student’s
need and state that the learning
objective and activities should
correspond to the subject matter or
discipline.
• He viewed curriculum as child-
centered purposeful activities • Proposed the activity-analysis
• For him, the purpose of curriculum approach to curriculum
is child development, growth and construction where the
social relationship. specification of the discrete tasks
• He introduced the use of small or activities is involved.
group interactions and the project
method wherein the teacher and
student plan together.
Ralph Tyler Hollis Caswell
(1902-1994) (1901-1989)
• He believed that subject
• He believed that curriculum should
matter is developed around
revolved around the student’s needs and
the interest of learners and of
interest.
their social function.
• He stated that the purpose of the curriculum
• He viewed curriculum as a set
is to educate the generalist and the teaching
of experience.
process must include problem solving
• He opposed the plan to
skills.
develop a standard national
• Subject matters must be planned to impart
curriculum, claims that there
knowledge, skills and values.
should be a differentiation of
• Developed the Tyler Rationale: (a)
teaching methods.
Defining appropriate learning objectives,
(b) introducing useful learning experience,
(c) organizing experience to maximize their
effect and (d) evaluating the process and
revising the areas that were not effective.