Chapter 1 Lesson 4 - Foundations-Of-Curriculum-Development

FOUNDATIONS
OF CURRICULUM
PHILOSOPHIES IN EDUCATION
(Ornstein and Hunkins, 2004)
•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, Koran, Classics) and
Liberal arts.
•ESSENTIALISM
Aim: To promote intellectual growth of
learners to become competent
Role: Teachers are sole authorities in the
subject area
Focus: Essential skills of the 3Rs; essential
subjects
Trends: Back to basics, Excellence in
education, cultural literacy
•PROGRESSIVISM
Aim: Promote democratic social living
Role: Teacher leads for growth and
development of lifelong learners
Focus: Interdisciplinary subjects. Learner-
centered. Outcomes-based
Trends: Equal opportunities for all,
Contextualized curriculum, Humanistic
education
•Reconstructionism
Aim: To improve and reconstruct society.
Education for change
Role: Teacher act a agent of change and
reforms
Focus: Present and future educational
landscape
Trends: School and curricular reform,
Global education, Collaboration and
Convergence, Standards and
Competencies
HISTORICAL FOUNDATIONS
Franklin Bobbit (1876-19560
•He started the curriculum development movement.
•Curriculum is a science that emphasizes students’ need.
•Curriculum prepares learners for adult life
•Objectives and activities should group together when the
task are clarified
Werret Charters (1875-1952)
•He posited that curriculum is science and

emphasizes students’ needs
•Objectives and activities should match. Subject
matter or content relates to objectives.
William Kilpartick (1875-1952)
•Curricula are purposeful activities which are child-centered.

•The purpose of curriculum is child development and growth.
He introduced this method where teacher and student plan the
activities.
•Curriculum develops social relationships and small group
instruction
Harold Rugg (1886-1960)
•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
Hollis Caswell (1901-1989)
•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.
Ralph Tyler (1902-1994)
•Curriculum science and an extension of school’s

philosophy. It is based on students needs and interest.
•Curriculum is always related to instruction. Subject
matter is organized interms of knowledge, skills and
values.
•The process emphasizes problem solving. Curriculum
aims to educate generalist and specialists.
Hilda Taba ( 1902-1967)
•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.
Peter Oliva (1992-2012)
•He described curriculum change is a cooperative

endeavor
•Teachers and curriculum specialist constitute the
professional core of planners
•Significant improvement is achieved through group
activity
PSYCHOLOGICAL
FOUNDATION
OF CURRICULUM
Ivan Pavlov (1849-1936)
•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
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
Robert Gagne (1916-2002)
•He proposed the Hierarchical Learning Theory.

Learning follows a hierarchy
•Behavior is based on prerequisite conditions
He I traduced tasking in the formulation of objectives
Jean Piaget (1896-1980)
THEORIES
•Cognitive Development has stages from birth to maturity:
Sensorimotor stage ( 0-2)
Preoperational stage (2-7)
Concrete operations stage (7-11)
Formal operations (11 onwards)
Keys to learning
•Assimilation ( incorporation of new experience)
•Accomodation ( learning modification and adaptation)
•Equilibrium ( balance between previous and later learning
Lev Vygotsky (1896-1934)
Theories
•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
Howard Gardner
•Multiple Intelligence
•Humans have several different ways of processing information
and these ways are relatively independent of one another.
•There are eight intelligences: linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal
and naturalistic.
Daniel Goleman
•Emotion contains the power to affect action.

•He called this Emotional Qoutient.
HUMANISTIC
PSYCHOLOGY
Gestalt
Gestalt Theory
•Learning is explained in terms of “wholeness” of the
problem
•Human being do not respond to isolated stimuli but to
an organization or pattern of stimuli.
Key to learning
•Learning is complex and abstract
•Learners analyze the problem, discriminate between
essential and nonessential and perceive relationships.
•Learners will perceive something in relation the
whole. What/how they perceived is related to their
previous experiences.
Abraham Maslow (1908-1970)
•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 or the world.
Key to learning
•Produce a healthy and happy learner who can
accomplish, grow and actualize his or her human self
Carl Rogers (1902-1987)
•Nondirective and Therapeutic Learning
•He established counseling procedures and method for facilitating
learning.
•Children’s perceptions, which are highly individualistic, influence
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.
SOCIAL
FOUNDATIONS
OF CURRICULUM
School and Society
•Society as a source of change

•Schools as agents of change
•Knowledge as an agent of change
John Dewey (1859-1952)
•Considered two fundamental elements –
schools and civil society – to be major topics
needing attention and reconstruction to
encourage experimental intelligence plurality.
Alvin Toffler
•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 at their age.
Thank You!!
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Questions?
Clarifications
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FOUNDATIONS

•He posited that curriculum is science and

•Curricula are purposeful activities which are child-centered.

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

•Curriculum is organized around social functions of

•Curriculum science and an extension of school’s

•She contributed to the theoretical and pedagogical

•He described curriculum change is a cooperative

•He is the father of the Classical Conditioning theory,

•He championed the Connectionism Theory

•He proposed the Hierarchical Learning Theory.

•Emotion contains the power to affect action.

•Society as a source of change

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