Guidelines To Social Considerations in Curriculum Development 1

E L IN E S
GU ID
C I A L
TO SO O NS
D E R A T I
CO N S I
IN
IC U L U M
C U R R
P M E N T
DEV E L O
IN SUMMARIZED FORM, HERE ARE SOME
GUIDELINES TO SOCIAL
CONSIDERATIONS IN CURRICULUM
DEVELOPMENT:
1. There are basic agencies in society that

demand from educational curriculums some
special skills, attitudes and knowledge.
They are the family, the church, the state,
economic agencies, non-commercial
community and other social agencies.
2. School curriculum developers must
take into consideration not only
national and international needs but
also local, regional and provincial
needs.
3.In the efforts of curriculum developers to
gear the curriculum toward the
establishment of a sense of identity among
Filipinos, cultural pluralism should be
respected, thus taking into consideration
the rich cultural heritage of all Filipinos,
including the minorities.
4. Curriculum development must draw upon
analyses of society and culture, of Filipino
tradition and heritage, social pressures
and social habits. We must ask what the
demands and requirements of culture and
society are, both for the present and for
the future.
5. The curriculum must prepare the learners to
participate as productive members of our
culture. Not all cultures require the same kind
of knowledge. Nor does the same culture need
the same kinds of capacities and skills,
intellectual or otherwise, at all times.
An analysis of culture and society thus
provides some guide for determining the main
objectives of the curriculum, for the selection
of content, and for deciding what to stress in
learning activities.
6. Diagnosing of the gaps, deficiencies, and variations
of the backgrounds of Filipino students is an
important step in determining what the curriculum
should be.
7. The task of selecting and organizing learning

experiences in curriculum development must take
into consideration the culture of society.
8. Society’s concept of the function of the school
determines to a great extent what kind of curriculum
schools will have. Current conceptions of the functions
of the school by society are as follows;
a. Education preserves and transmits the cultural

heritage.
b. Education is an instrument for transforming

culture.
c. Education results in individual development.

9. To establish what demands society makes on
education and what contribution education can or
should take to culture, especially in a
complex and changing society, I not an easy task.
Thus, a continuous examination of the goals and
demands of this changing society and of the forces
operating in it is in order to keep the
curriculum reality oriented: to determine what
knowledge is most worthwhile, which skills must be
mastered, which values are relevant.
10. In order to develop an adequate curriculum, a
sustained study of the culture in which education
functions and a sustained effort to mobilize the
resources of the social sciences such as biology,
anthropology, sociology and social psychology and to
translate whatever is learned about society or culture
into educational policy are needed . The best thinking
of our generation in determining what society is and
needs, and which of those needs education can serve
must be enlisted.
11. One way of gaining social perspective in curriculum
development is by analyzing the impact of technology
and the changes it has produced or producing in
society. Expansion of technology has brought vast
changes in what modern man is required to do. The
extension of transportation and communication now
requires man to take into account a physical
environment which “includes the whole earth, and
perhaps outer space”. Many sources attest to the
disorganizing effects of technology on man and his
values and institutions. It has produced a dangerous
confusion of values and beliefs. How one views the
role of education in technological society of the near
future depends on how deeply curriculum developers
have contemplated the nature of the pending changes.
k y o u ! 
Th an

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E L IN E S

1. There are basic agencies in society that

7. The task of selecting and organizing learning

a. Education preserves and transmits the cultural

b. Education is an instrument for transforming

c. Education results in individual development.

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