Liceo de Cagayan University

RNP Boulevard, Kauswagan, 9000Cagayan de Oro City

COLLEGE OF EDUCATION
Name: Rujean Romy P. Guisando
Subject: Curriculum Development w/ FS4
Assignment 1
Please answer the following questions. Then, list down at least two of your reference materials.
1. Describe the educational philosophies related to curriculum.
IDEALISM: To an idealist, emphasis is placed on moral and spiritual reality as the chief
explanation of the world. Truth and values are seen as absolute, timeless and universal. As a primarily
intellectual process, learning involves recalling and working with ideas; education is properly concerned
with conceptual matters.
According to the idealist, at the top of the hierarchy are the most general abstract subjects: Philosophy
and theology and lower in curricular ladder are the natural and physical sciences.
REALISM: According to Orstein & Hunkins (1988), Aristotle is often linked to the development
of realism, another traditional school of thought. According to the realists, "the world is viewed in terms
of objects and matter". Through their senses and reasons people can come to know the world. Everything
is derived from nature and is subject to laws.
The realists stressed a curriculum consisting of organized, separate subject matter, content and
knowledge that classifies objects. For instance, human experiences can be related to history and animals
studied under zoology. To realists "teachers are the source of authority". Modern realists include Harry
Broudy and John Wild.
PRAGMATISM:According to pragmatists learning occurs as a person engages in problemsolving; problem-solving is, moreover transferable to a wide variety of subjects and situations. In looking
at the interaction between learner and environment, there is constant change, as with the transactions or
experiences. Teaching is more exploratory than explanatory. What is needed is a method for dealing with
change and scientific investigation in an intelligent manner. The great educational pragmatist is John
Dewey, who sees education as a process of improving human condition.
EXISTENTIALISM: existentialism was mainly a European philosophy that became popular
after World War II. Some of the proponents of existentialism in American Education include Maxine
Greene, George Kneller, and Van Cleve Morris who stressed that individualism and personal selffulfillment hold prominence in education (Orstein & Hunkins, (1988).
Source: http://www.ukessays.com/essays/education/philosophy-of-school-curriculum-education-essay.php#ixzz3pLu2jPpM

2. How does philosophy influence curriculum?

The term philosophy is derived from the Greek word philo meaning to love, to strive after or
reach for and from the word sophia which means wisdom. Thus, philosophy is the search for wisdom.
Philosophy refers to the beliefs and ideals a person or society make that can be reached through
education.
Education is an experience that has a formative effect on the mind, character or physical ability
of an individual. It is also the process by which society transmits its accumulated knowledge, skills and
values from one generation to another through institution.
The term curriculum is from a Latin word for race-course referring to the course of deeds and
experiences through which children grow to become mature. Curriculum is all the selected activities
done in the society which are used in the learning process. It is a race experience, planned learning and
instruction which require a learner to know things taught in class producing and understanding language
used, solving problems and making their own decisions.

Liceo de Cagayan University

RNP Boulevard, Kauswagan, 9000Cagayan de Oro City

COLLEGE OF EDUCATION
Philosophy has a foundation in the development of curriculum in that implementer of evaluator
anchors their decision making process on a sound philosophy.
Sources:
1. http://www.ukessays.com/essays/education/philosophy-of-school-curriculum-educationessay.php#ixzz3pLu2jPpM
2. Philosophy as a Key Instrument in Establishing Curriculum, Educational Policy, Objectives,
Goals of Education, Vision and Mission of Education. Journal of Education and Practice
www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.11, 2013
3. Fundamentals of Education. Ellen G. White. 1923

Liceo de Cagayan University

RNP Boulevard, Kauswagan, 9000Cagayan de Oro City

COLLEGE OF EDUCATION
Name: Rujean Romy P. Guisando
Subject: Curriculum Development w/ FS4
Assignment # 2
Answer the following questions.
1. What are the subjective and objective principles of learning?
a. A Subjective learning puts the needs of the learners over the conveniences of planning,
policy, and procedure. It is using the actual student in the approach and development of
the curriculum, classroom design and even in the assessment of their own performance. It
is to have the students directly involved in their learning experience and where the
teacher serves as a facilitator. The focus is to facilitate development of the Affective
Domain of learning
b. An Objective approach to learning is where the teacher guides the learners toward a
goal to be accomplished. It involves the cognitive domain of learning where the
intellectual understanding of the subject matter is encouraged.
2. Enumerate the guidelines to be observed in making a curriculum.
1. There is a clear statement of the philosophy of the school
2. Written information is available which clearly states the directions and/or responsibilities for
individuals and committees appointed to do work in curricular areas.
3. The curriculum tasks to be done are understood by the respective groups and committees.
4. A planned strategy is in operation for curriculum planning which establishes a sequence of
steps or tasks as well as a timetable for curriculum planning and evaluation covering all
aspects from goals to means of implementation.
5. Administrative expedients for curriculum development are provided, such as released time,
physical facilities, appropriate materials, clerical help, and discretionary funds.
6. School organization and instructional patterns and facilities are determined by the
curriuculum rather than vice versa.
7. There is a central curriculum committee for the school district which consists of professional
representatives of every school level and which is responsible for coordinating all curriculum
development decisions.
8. One specific person on the central administrative staff is responsible for coordinating
curriculum and instructional planning and evaluation.
9. Individualism is encouraged. For example: (a) the individual school is considered the basic
operational and planning unit for curriculum improvement; the central office may encourage
and aid the staff of each building to develop curricula adapted to their particular community
and pupils. ( b ) Individual teaching styles may also be encourage within the framework of
established criteria.
10. The work of curriculum committees progresses rapidly enough to help all participants gain a
sense of achievement.
11. Provisions are made for considering proposals for curriculum improvement which may
emerge from anywhere in the school system or community.
12. Citizens groups are encouraged to participate in the development of goals for the school
curriculum.
13. The board of education translates the curriculum goals into operational policies.
14. The school staff is responsible for the design, development, and implementation of the
curriculum.

Liceo de Cagayan University

RNP Boulevard, Kauswagan, 9000Cagayan de Oro City

COLLEGE OF EDUCATION
15. Provisions are made for all professional staff members to have an opportunity to participate
in some capacity in curriculum planning at appropriate points in the development activities.
16. Open communication, both oral and written, provides for reactions from all concerned groups
and individuals.
17. Provision is made for studying the learners needs as an integral phase in the improvement of
curriculum and instruction.
18. Experimentation and action research are employed as integral parts of the curriculum
improvement process.
19. An evaluation is carried on to determine the effectiveness of the curriculum planning.
20. Effective status leadership is evident on all levels of curriculum development. A leader is
thought of as one who moves the group under his responsibility toward mutually agreedupon goals.
21. Emergent leadership which helps to clarify goals is encouraged.
22. Provisions are made for professional growth of staff members through such activities as:
attendance at local and national conferences, school visits, the study of new materials, and inservice programs in developing skills in curriculum development.
23. Curriculum improvement is viewed as a change in attitudes, perceptions, values,
understandings, and skills of the staff as well as a change in the educational program.
24. Objectives for the learner are written in behavioral terms in all subject areas.
Source: Jack J. Wickert, Criteria for Curriculum Development. Copyright 1973 by the Association for Supervision
and Curriculum Development. All rights reserved.

3. Discuss the following terms.

a. Learning must be current.
It means learning must adapt to the times. New methods appropriate for the current times
must be introduced into teaching methods.
b. Learning must be eclectic.
All disciplines ought to be merged in learning. An interdisciplinary approach to teaching &
learning could expand, broaden & strengthen the intellect. There not one branch of study that
could claim that it is the most important of it all.
c. Learning must be dynamic.
To be dynamic is to always grow in knowledge & wisdom. Learning should be an on-going
process. Careful, diligent and wise planning ought to be involved in the education process. As
the fields of learning grows deeper and wider, a wise & cautious selection of instructional
materials and methods are needed for successful learning.