It is crucial that one should understand first the philosophical, psychological, and historical

foundations of curriculum development in order to make or develop a curriculum that would be applicable
and relevant in todays teaching-learning process taking into consideration the changes that the process
or the curriculum itself has undertaken from past to present in order to meet the changing needs of the
learners. Moreover, the ideas that each of these concepts present are still widely used and integrated in
the development of every curriculum. Philosophy for example determines how one perceives things that
surrounds him as well as what he/she considers as important and not -which is usually termed as one's
philosophy of life. Thus, curriculum development is affected by the beliefs and decisions of those who
are involved in the creation of a curriculum. Determining learning activities for one is influenced by one's
philosophy. Psychology as a foundation of curriculum development is also essential in order to identify
the types of curricular arrangement that suits the different levels of the learner's growth and
development. Psychology basically deals with how people learn, and arrangement of every discipline must
be in accordance to the different psychological needs of every learner. Lastly, Historical foundation
(Sociology) is also important in curriculum development since: curriculum planning and course- content
basically depends on an analysis of the nature of society (Kelly, 1989). Education responds to social
changes, and learners are expected to apply whatever they have learned in dealing with social issues
(cultural diversities) and social innovations (growth of technology), thus, a curriculum should be framed
in accordance to or in relevance to the social changes. The relationship of curriculum and society is
mutual and encompassing. Hence, to be relevant, the curricula should reflect and preserve the culture of
society and its aspirations (Olansabe, 2009). Furthermore, history's contribution to curriculum
development provided opportunities to refine methods that has been used in the past to be applied in
the current trends of curriculum development.
The Influence of Philosophy to Curriculum
Educators, curriculum makers and teachers must have espoused a philosophy or philosophies that are
deemed necessary for planning, implementing, and evaluating a school curriculum. The philosophy that
they have embraced will help them define the purpose of the school, the important subjects to be
taught, the kind of learning students must have and how they can acquire them, the instructional
materials, methods and strategies to be used, and how students will be evaluated.
Likewise, philosophy offers solutions to problems by helping the administrators, curriculum planners, and
teachers make sound decisions. A persons philosophy reflects his/her life experiences, social and
economic background, common beliefs, and education.
When John Dewey proposed that education is a way of life, his philosophy is realized when put into
practice. Now, particularly in the Philippines, Deweys philosophy served as anchor to the countrys
educational system.
History and Its Influence to Curriculum
The history of ones country can affect its educational system and the kind of curriculum it has. If we
are going to trace the formal beginning of curriculum, we get back in time to Franklin Bobbits book
entitled, The Curriculum which was published in 1918.

From the time of Bobbit to Tyler, many developments in the purposes, principles and contents of the
curriculum took place. Please read the Six Famous Curriculum Theorists and their Contributions to
Education for more information.

The Influence of Psychology to Curriculum

Curriculum is influenced by psychology. Psychology provides information about the teaching and learning
process. It also seeks answers as to how a curriculum be organized in order to achieve students learning
at the optimum level, and as to what amount of information they can absorb in learning the various
contents of the curriculum.
The following are some psychological theories in learning that influenced curriculum development:
1. Behaviorism
Education in the 20th century was dominated by behaviorism. The mastery of the subject matter is given
more emphasis. So, learning is organized in a step-by-step process. The use of drills and repetition are
common.
For this reason, many educational psychologists viewed it mechanical and routine. Though many are
skeptical about this theory, we cant deny the fact the influences it had in our educational system.
2. Cognitivism
Cognitive theorists focus on how individuals process information, monitor and manage their thinking. The
basic questions that cognitive psychologists zero in on are:

How do learners process and store information?

How do they retrieve data and generate conclusions?

How much information can they absorb?

With their beliefs, they promote the development of problem-solving and thinking skills and popularize
the use of reflective thinking, creative thinking, intuitive thinking, discovery learning, among others.
3. Humanism
Humanism is taken from the theory of Gestalt, Abraham Maslows theory and Carl Rogers theory. This
group of psychologists is concerned with the development of human potential.
In this theory, curriculum is after the process, not the product; focuses on personal needs, not on the
subject matter; and clarifying psychological meanings and environmental situations. In short, curriculum
views founded on humanism posits that learners are human beings who are affected by their biology,
culture, and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes human potential must be crafted along
this line. Teachers dont only educate the minds, but the hearts as well.

4. Sociology and Curriculum

There is a mutual and encompassing relationship between society and curriculum because the school
exists within the societal context. Though schools are formal institutions that educate the people, there
are other units of society that educate or influence the way people think, such as families and friends as
well as communities.
Since the society is dynamic, there are many developments which are difficult to cope with and to adjust
to. But the schools are made to address and understand the changes not only in ones country but in the
world as well.
Therefore, schools must be relevant by making its curriculum more innovative and interdisciplinary. A
curriculum that can address the diversities of global learners, the explosion of knowledge through the
internet, and the educational reforms and policies recommended or mandated by the United Nations.
However, it is also imperative that a country must have maintained a curriculum that reflects and
preserves its culture and aspirations for national identity. No matter how far people go, it is the
countrys responsibility to ensure that the school serves its purpose of educating the citizenry.
Now, it is your time to reflect. Can you think of your experiences in which the major foundation of
curriculum can explain it?
Try to ask yourself the following questions:
1. Why should I take history, philosophy, psychology or even PE subjects in college?
2. Why is it that there is K to 12 and the mother tongue-based curriculum being implemented by the
Department of Education?
3. Why is there institutional amalgamation?
4. Why is there One UP (One University of the Philippines) now in the Philippines?
5. Why is there a need for a globalized higher education?

Philosophical Foundations of Curriculum

Four Educational Philosophies
Perennialism Aim of Education To educate the rational person; to cultivate the intellect. Role of
Education Teachers help students think with reason. Focus in the Curriculum Classical subjects,
literary analysis and curriculum constant. Curriculum Trends Use of great books and return to liberal.
Essentialism Aim of Education To promote the intellectual growth of the individual and educate a
competent person. The teacher is the sole authority in his or her subject area or field of specialization.
Focus in the Curriculum Essential skills of the 3 Rs and essential subjects. Curriculum Trends
Excellence in education, back to basics and cultural literacy.
Progressivism Aim of Education To promote democratic and social living. Role of Education Knowledge
leads to growth and development of lifelong learners who actively learn by doing. Focus in the Curriculum
Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students interest,
human problems and affairs. Curriculum Trends School reforms, relevant and contextualized
curriculum, humanistic education.

Reconstructionism Aim of Education To improve and reconstruct society. Education for change. Role of
Education Teachers act as agents of change and reform in various educational projects including
research. Focus in the Curriculum Focus on present and future trends and issues of national and
international interest. Curriculum Trends Equality of educational opportunities in education, access to
global education.

Historical Foundations of Curriculum 1875 - 1952 considered curriculum also as a science which is
based on students' need, and the teachers plan and activities.
1871 - 1965 viewed curriculum as purposeful activities which are child- centered.
1886 - 1960 emphasized social studies in the curriculum and the teacher plans the lesson in advance.
1901 - 1989 sees curriculum as organized around social functions of themes, organized knowledge and
learner's interests.

1902- 1994 believes that curriculum is a science and an extension of school's philosophy. Based on
students' need and interests.

Psychological Foundations
Psychology provides basis for the teaching and learning process. It unifies elements of the learning
process and some of the some of questions which can be addressed by psychological foundations.
The following are the three major groups f learning theories:
1. Behaviorists Psychology - consider that learning should be organized in order that students can
experience success in the process of mastering the subject matter, and thus, method of teaching should
be introduced in a step by step manner with proper sequencing of task.
(Activity: Discuss the contributions of Edward L. Thorndike, Ivan Pavlov and Robert Gagne to the
present views on curriculum)
2. Cognitive Psychology - focus their attention on how individuals process information and how the
monitor and manage thinking. For the cognitive theorists, learning constitutes a logical method for
organizing and interpreting learning. Learning is rooted in the tradition of subject matter where
teachers use a lot of problem and thinking skills in teaching learning. These are exemplified by practices
like reflective thinking, creative thinking, intuitive thinking, discovery learning, etc.
(Activity: Discuss the contributions of Jean Piaget, Lev Vygotsky, Howard Gardner, Felder and Silverman
and Daniel Goleman to curriculum development.
3. Humanistic Psychology - concerned with how learners can develop their human potential. Based on
Gestalt psychology where learning can be explained in terms of the wholeness of the problem and where
the environment is changing and the learner is continuously reorganizing his/her perceptions. Curriculum
is concerned with the process not the products, personal needs not subject matter; psychological
meaning and environmental situations.
(Activity: Give the contributions of Abraham Maslow and Carl Rogers to the present field of curriculum
development.
4. Social Foundations of Education.
Schools exist within the social context. Societal culture affects and shapes schools and their curricula.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the
curricula should reflect and preserve the culture of society and its aspirations. At the same time,

society should also imbibe the changes brought about by the formal institutions called schools.
(Question: A school has been using the same old curriculum it has had for the past ten years. Do you
think this is a good practice? Why? Why not?)