FOUNDATIONS OF

CURRICULUM

DEVELOPMENT

FOUNDATIONS OF

CURRICULUM

PHILOSOPHICAL FOUNDATION

SOCIAL FOUNDATION

HISTORICAL FOUNDATION

PSYCHOLOGICAL FOUNDATION

PHILOSOPHYCAL FOUNDATIONS

PHILOSOPHIES OF

EDUCATION

PERENNIALISM Aim: To educate the rational person; cultivate intellectRole: Teachers assist students to think with reason (critical thinking HOSTS)Focus: Classical subjects, literary analysis. Curriculum is enduringTrends: Use of great books (Bible, Koran, Classics) and Liberal Arts

ESSENTIALISMAim: To promote intellectual growth of learners to become competentRole: Teachers are sole authorities in the subject areaFocus: Essential skills of 3R’s; essential subjectsTrends: Back to basics, Excellence in education, cultural literacy

PROGRESSIVISMAim: Promote democratic social livingRole: Teacher leads for growth and development of lifelong learnersFocus: Interdisciplinary subjects. Learner-centered. Outcomes-based.Trends: Equal opportunities for all, Contextualized curriculum, Humanistic education

RECONSTRUCTIONISMAim: To improve and reconstruct society. Education for changeRole: Teacher acts as agent of change and reformsFocus: Present and future educational landscapeTrends: School and curricular reform, Global education, Collaboration and Convergence, Standards and Competencies

HISTORICAL FOUNDATIONS

• He started the curriculum development movement.

• Curriculum is a science that emphasizes students’ needs.

• Curriculum prepares learners for adult life.

• Objectives and activities should group together when tasks are clarified.

FRANKLIN BOBBIT(1876-1956)

• Like Bobbit, he posited that curriculum is science and emphasizes students’ needs.

• Objectives and activities should match. Subject matter or content relates to objectives.

WERRET CHARTERS(1875-1952)

• Curricula are purposeful activities which are child-centered.

• The purpose of the curriculum is child development and growth. He introduced this project method where teacher and student plan the activities.

• Curriculum develops social relationships and small group instruction.

WILLIAM KILPARTICK(1875-1952)

• Curriculum should develop the whole child. It is child-centered.

• With the statement of objectives and related learning activities, curriculum should produce outcomes.

• Emphasized social studies and suggested that the teacher plans curriculum in advance.

HAROLD RUGG(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 experiences. Subject matter is developed around social functions and learners’ interests.

HOLLIS CASWELL(1901-1989)

• Curriculum is a science and an extension of schools’ philosophy. It is based on students’ needs and interests.

• Curriculum is always related to instruction. subject matter is organized in terms of knowledge, skills, and values.

• The process emphasizes problem solving. Curriculum aims to educate generalists and not specialists.

RALPH TYLER(1902-1994)

• She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum.

• She helped lay the foundation for diverse student population.

HILDA TABA(1902-1967)

• He described how curriculum change is a cooperative endeavor.

• Teacchers and curriculum specialist constitute the professional core of planners.

• Significant improvement is achieved through group activity. PETER OLIVA

(1992-2012)

PSYCHOLOGICAL FOUNDATIONS

IVAN PAVLOV(1849-1936)

• He is the father of 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 indoctrination.

EDWARD THORNDIKE(1874-1949)

• He championed the connectionism theory.• He proposed the three

laws of learning: - Law of Readiness- Law of Exercise - Law of Effect• Specific stimulus has

specific 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)

• Theories of Jean Piaget- Cognitive development has

stages from birth to maturity:

Sensory motor stage(0- 2), preoperational stage (2-7), concrete operation stage (7-11)and formal operations (11-onwards)• Keys to learning- Assimilation- Accommodation- Equilibration

JEAN PIAGET(1896-1980)

• Theories of Lev Vygotsky- Cultural transmission and

development- Learning precedes

development- Sociocultural development

theory• Keys to Learning- Pedagogy creates learning

processes that lead to development

- The child is an active agent in his or her educational process

LEV VYGOTSKY(1896-1934)

• Gardner’s multiple intelligences

- Humans have several different ways of processing information and this ways are relatively independent of one another

- There are eight intelligences:Linguistic, logico-mathematical, musical, spatial, bodily or kinesthetic, interpersonal, intrapersonal, and naturalistic. HOWARD

GARDNER

• Emotion contains the power to affect action.

-he called this emotional qoutient.

DANIEL GOLEMAN

HUMANISTIC PSYCHOLOGY

• Gestalt Theory- Learning is explained in terms of

“wholeness” of the problem- Human beings do not respond to

isolated stimuli but to an organization or pattern of stimuli.

• Keys to Learning- Learning is complex and abstract- Learners analyze the problem,

discriminate between essential and nonessential data, and perceive relationships.

- Learners will perceive something in relation to the whole. What or how they perceive is related to their previous experiences.

GESTALT

• He advanced the self-actualization theory and classic 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.

• Keys to Learning- Produce a healthy and happy learner who can accomplish, grow and actualize his or her human self.

ABRAHAM MASLOW

(1908-1970)

• Nondirective and Therapeutic Learning

- he established counselling procedures and methods for facilitating learning.

- Children’s perceptions, which are highly individualistic, influenced their learning and behavior in class.

• Key to Learning- Curriculum is concerned with process, not product; personal needs, not subject matter, psychological meaning, not cognitive scores.

CARL ROGERS(1902-1987)

SOCIAL FOUNDATIONS

• Society as a source of change

• Schools as agents of change

• Knowledge as an agent of change

SCHOOLS AND SOCIETY

• Considered two fundamental elements-schools and civil society-to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality.

JOHN DEWEY(1859-1952)

• Wrote the book Future Shock• Believed that knowledge

should prepare students for the future.

• Suggested that in the future, parents must have the resources to teach prescribe curriculum from home as a result of technology, not in spite of it.(Home Schooling)

• Foresaw schools and students work creatively, collaboratively, and independent of their age.

ALVIN TOFFLER

THANK YOU!!!