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Chapter 1
EDUC 322 The Teacher and The School Curriculum Module 2

Lesson 2.4 FOUNDITION OF
CURRICULUM
Prepared by:
Bajar, Dannah B.
Luciano, Jester P.
Pelareja, Reyvent Gino C.
Discussed by:
MS. TRIXIE HYACINTH L. PELICANO
Excellence Accountability Service

Objectives:
•Describe the foundation of
curriculum development
•Explain how each foundation
influences the curriculum
EDUC 322 The Teacher and The School Curriculum
Introduction
• Curriculum development is anchored on a very solid
foundation. Although considered to be a new discipline
it’s significant in the light of global development has now
been acknowledge. What philosophical, historical
psychologist and sociological influences inform the
current school curriculum. How do these foundation
reflect the development of curriculum in our 1th century
classroom and learning environment? Who are the
identified curricularists with these foundation? Let’s find
out!
Foundation of Curriculum
• Educators, teachers, educational planners and
policy makers must have a philosophy or strong
belief about educational and schooling and the
kind of curriculum in the teacher’s classroom of
learning environment. Philosophy of the curriculum
answers questions like “What are school for?”
What subject are important?” How should students
learn? What methods should be use? What
outcomes should be achvies? Why?
• The various activity in school are influenced in
one way or another by a philosophy. John Dewey
influence the use of “learning by doing” he being
a pragmatist. Or to an essentialist, the focus is on
the fundamentals of reading, writing and
arithmetic, the essential subjects in the
curriculum.

Philosophy in education presented by
Ornstein and Hunkins in 2004
A. Perennialism • Aim: to educate the rational person;
cultivate intellect
• Role: Teachers assist students to think
with reason (critical thinking; HOTS)
• Focus: Classical subjects, literary
analysis Curriculum is enduring
• Trends: Use of great books (Bible,
Plato, Aristotle or Koran, Classics) and Liberal Arts
Thomas Aquinas
B. Essentialism
• Aim: To promote intellectual
growth of learners to become
competent
• Role: Teacher are sole authorities
in the subjects areas
• Focus: Essential skills of the 3Rs;
essential subjects
• Trends: Back to basic, Excellent in
William Bagley
education, cultural literacy
(1974-1946)
C. Progressivism • Aim: Promote democratic social
living
• Role: Teacher leads for a growth
and development of lifelong
learners
• Focus: Interdisciplinary subjects.
Learner-centered, Outcome-based
• Trends: Equal opportunity for all
John Dewey (1859- Contextualized curriculum,
1952) Humanistic education.
D. Reconstructionism • Aim: To improve and reconstruct
society Education for change
• Role: Teachers acts as agent of
change and reforms
• Focus: Present and future educational
landscape
• Trends: School and curricular reform.
Theodore Global education, Collaboration and
Brameld (1904- Convergence, Standards and
1987) Competencies
2. Historical Foundations
• Where is curriculum development came from? The
historical foundation will show to us the chronological
development along a time line. Reading materials
would tell us that curriculum development started
when Franklin Bobbit (1876-1956) wrote the book
“The Curriculum”. Let us see how each one
contributed to curriculum development during his own
time.

Here are eight (8) among the many whom we consider
to have great contributions.
• He started the curriculum development

movement
• Curriculum as a science that emphasize
students needs
• Curriculum prepares learners for adult life
• Objects and activities should group
Franklin Bobbit together when tasks are clarified.
(1876-1956)
• Like Bobbit, he posited that
curriculum is science and
emphasizes student’s needs
• Objective and activities should
match. Subject matter or
content relates to objective.
Werret Charters
(1875-1952)
• Curriculum are purposeful activities
which are child-centered
• The purpose of the curriculum is child
development and growth. He
introduced this projects method
where teachers and students plan the
activities
• Curriculum develops social
William
Kilpartick (1875- relationship and small group
1952) instruction
• Curriculum should develop the
whole child. It is child-centered
• With the statement of objectives
and related learning activities,
curriculum should produce
outcomes.
• He emphasized social students and
suggested that the teacher plans
Harold Rugg curriculum in advance
(1886-1960)
• Curriculum is organized around social
functions of themes organized
knowledge and learner’s interest
• Curriculum, instruction and learning
are interrelated
• Curriculum is a set of experience.
Subjects matter is developed around
Hollis Caswell social functions and learners interest.
(1901-1989)
• Curriculum is a science and an
extension of school’s philosophy. It is
based on students needs and interest
• Curriculum is always related to
instructions. Subjects matter is
organized in terms of knowledge
skills and values.
• The process emphasized problems
Ralph Tyler (1902- solving. Curriculum aims to educate
1994) generalist, and not specialist
• She contribute to the
theoretical and pedagogical
foundation of concepts
development and critical
thinking in social studies
curriculum
• She helped lay the foundation
for diverse students
Hilda Taba population
( 1902-1967)
• He describe curriculum change as
a cooperative endeavor
• Teachers and curriculum
specialist constitute the
professional core of planners
• Significant improvement is
achieved through group activity
Peter Oliva ( 1992-
2012)
3. Psychological Foundation
• Psychological provides a basic to understand the teaching and
learning process. It unifies elements of the learning process.
• Questions which can be addressed by psychological foundations of
education core. “How should curriculum be organized to enhance
learning?” “What is the optimal level of students participation in
learning the various contents of the curriculum?”
• In this module we shall consider three groups of learning theories:
behaviorism or association theories, cognitive information
processing theories and humanistic theories (Ornstien & Hunkins,
2004)
3.1 Association and Behaviorism
• He is the Father of the classical
conditioning theory, the S.R Theory
• The key to learning is early years of
life is to train them what you want
them to become
• S.R Theory is a foundation of
learning practice called
Ivan Pavlov (1849- iindoctrination.
1936)
• He championed the
connectionism theory
• He proposed the three laws of
learning:
- Law of readiness
- Laws of exercise
- Laws of effect
Edward Thorndike • Specific stimulus has specific
(1874-1949) response.
• He proposed the hierarchical
learning theory. Learning
follows a hierarchy.
• Behavior is based on
prerequisite conditions.
• He introduced tasking in the
formulation of objectives.
Robert Gagne
(1916-2002)
3.2 Cognitive Information Processing Theory
Theories of Jean Piaget
o Cognitive development has stages from birth to maturity
o Sensorimotor stage (0-2), preoperational stage (2-7),
concrete stage (7-11) and formal operations (11- onwards).
Key to learning
o Assimilation (incorporation of few experience)
o Accommodation (learning modification and
adaptation)
o Equilibration (balance between previous and later
Jean Piaget (1896- learning)
1980)

Theory of Lev Vygotsky
• Cultural transmission and development
stage. Children could as a result of their
interaction with society, actually
perform certain cognitive actions prior
to arriving at developmental stage.
• Learning precedes development
• Sociocultural development theory
Keys to learning
• Pedagogy creates learning processes
Lev Vygotsky (1896- that lead to development
• That child is an active agent in his or her
1934) educational process.
Gardner’s Multiple Intelligences
• Humans have several different ways
of processing information and these
ways are relatively independent of
one another
• These are eight intelligences;
linguistics, logico-mathematical,
musical, spatial, bodily/kinesthetic,
interpersonal, intrapersonal, and
naturalistics.
Howard Gardner
• Emotions contains the power to
affects actions
o He called this Emotional Quotient
Daniel Goleman
3.3 Humanistic Psychology
Gestalt Theory
• Learning is explained in terms of “wholeness” of the
problem
• Human being do not respond to isolated stimulus but
to an organization or pattern of stimuli
Key of learning
• Learning is complex and abstruct
• Learners analyze the problems discriminate between
essential and non essential data, and perceived
relationship
• Learners will perceived something in relation to the
Gestalt whole, what/how they perceive is related to their
previous experiences

• He advanced the self-actualization theory
• Classical theory of human needs
• A child whose basic needs are not met will not
be interested in acquiring knowledge of the
world
• He put importance to human emotions, based
on love and trust
• Key of Learning
Abraham • Produce a healthy and happy learners who can
Maslow (1908- accomplish, grow and actualize his or her
1970) human self
• Nondirective and therapeutic learning
• He established counselling procedures and
methods for facilitating learning
• Children’s perceptions, which are highly
individualistic, influence their learning and
behavior in class
• Key of learning
• Curriculum is concerned with process, not
Carl Rogers product, personal needs, not subjects matter,
(1902-1987) psychological meaning, not cognitive scores

4.0 Social Foundation of Curriculum
• Society as a source of change

• Schools as agents of change
• Knowledge as an agent of
change

• Influence of society and
context in education
• Things that surround
individuals can change,
develop their behavior
• Considered two fundamental
elements which are schools
Emile Durkhein and civil society
(1858-1917)

• Wrote the book Future Shock
• Believed that knowledge should prepare
students for the future
• Suggested that in the future, parents might
have the resources to teach prescribed
curriculum from home as a result of
technology, not in spite of it.(Home
Schooling)
• Foresaw schools and students worked
creatively, collaboratively,and independent
Alvin Toffler of their age.

Others Theorists

• Education as a means of shaping the persons
and society through critical reflections and
“conscientization”
• Teachers use questioning problem posing
approach to rise student’s consciousness
• Emphasis on questioning problem posing and
critical thinking
Paolo Freire (1921- • Major book: Pedagogy of the Oppressed,
1997) 1968

• Curriculum organized around needs of
society and the students
• Reduce student conformity in classroom
• Constant need for social improvement
• Emphasis on active learning and critical
thinking
• Involvement of students in planning
curriculum content and instructional
activities
John Goodlad (1920- • Major book: A place called Schools, 1984;
2014) What are schools for? 1989

• Broaden the conception of
curriculum to enrich the practice
• Understand the nature of the
educational experiences
• Curriculum should be studied
from a historical, racial, gendered,
phenomenological, postmodern,
theological and international
William Pinar (1947) perspectives.

Thank you!
Happy lunch
time!

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Chapter 1

EDUC 322 The Teacher and The School Curriculum Module 2

Excellence Accountability Service

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

• He started the curriculum development

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

• Society as a source of change

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

EDUC 322 The Teacher and The School Curriculum

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