Curriculum from Different Points of View There are many definitions of curriculum.

Because of this, the concept of

curriculum is sometimes characterized as fragmentary, elusive and confusing. The definitions are influenced by
modes of thoughts, pedagogies, political as well as cultural experiences

1. Traditional Points of View of Curriculum In the early years of 20th century, the traditional concepts held of
the “curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to
learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as
“permanent studies” where the rule of grammar, reading, rhetoric and logic and mathematics for basic
education are emphasized.
2. Basic Education should emphasize the 3 Rs and college education should be grounded on liberal education.
On the other hand, Arthur Bestor as an essentialist, believe that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar,
literature and writing. It should also include mathematics, science, history and foreign language.
3. This definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in
our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education
such as English, Mathematics, Science, Social Studies and others. In college, discipline may includes
humanities, sciences, languages and many more
4. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school, subjects,
syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be
called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is
defined as the total learning experiences of the individual.
5. This definition is anchored on John Dewey’s definition of experience and education. He believed that
reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested
by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance
of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a
sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in
group ways of thinking and acting”
Points of View on Curriculum Development From the various definitions and concepts presented, it is clear
that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the
better means any alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. This is how curriculum evolves. Ralph Tyler
Model: Four Basic Principles.
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model
show that in curriculum development, the following consideration should be made:  Purposes of the school
 Educational experiences related to the purposes  Organization of the experiences, and  Evaluation of
the experiences On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She
believed that teachers who teach or implement the curriculum should participate in developing it. Her
advocacy was commonly called the grassroots approach. She presented seven major steps to her model
where teachers could have a major input. These steps are as follows:  Diagnosis of learners needs and
expectations of the larger society  Formulation of learning objectives  Selection of learning content 
Organization of Learning content  Selection of learning experiences  Organization of learning activities 
Determinations of what to evaluate and the and the means of doing it.
From the various concepts given, Allan Glatthorn (2000) describes seven types of curriculum operating in the
schools.
1) Recommended curriculum- proposed by scholars and professional organizations.
2) Written curriculum- appears in school, district, division or country documents.
3) Taught curriculum- what teachers implement or deliver in the classrooms and schools Types of Curriculum
Operating in Schools
4. Supported curriculum- resources textbook computers, audio visual materials which support and help in
the implementation of the curriculum.
5. Assessed curriculum, that which is tested and evaluated.
6. Learned curriculum-what the students actually learn and what is measured and
7. Hidden curriculum- the unintended curriculum. Major Foundations of Curriculum Let us now look into the
major foundations of a curriculum. Debates continue on what curriculum is and its basic foundations. The
commonly accepted foundations include philosophical, historical, psychological and social. PHILOSOPHICAL
FOUNDATIONS of CURRICULUM Philosophy provides educators, teachers and curriculum makers with
 framework for planning, implementing and evaluating curriculum in schools. It helps in answering what
school are for, what subjects are important, how students should learn and what materials and methods
should be used. In decision making, philosophy provides the starting point and will be used for the succeeding
decision making. Tyler’s View of Philosophy in Relation to School Purposes School Purposes Suggestions from
Subject Specialists Studies of Learners Studies of Contemporary Life Use of Philosophy Use of Psychology of
Learning Major Foundations of Curriculum Historical Foundations of Curriculum Curriculum is not an old field.
Majority of scholars would place its beginning In 1918 with the publication of Franklin Bobbit’s book The
Curriculum. Philippine education came about from various foreign influences. Of all foreign educational
systems, the American educational system has the greatest influence on our educational system. Major
Foundations of Curriculum Curriculum theorists and how they view curriculum from a historical perspective.
1. Franklin Bobbit (1876–1956) - he presented curriculum as a science that emphasizes on student’s need.
Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be
grouped and sequenced. This can only be done if instructional objectives are clarified. Major Foundations of
Curriculum 2. Werret Charters (1875-1952) – to him, curriculum is a science. It gives emphasis on student’s
needs. The listing of objectives and matching these with corresponding activities ensures that the content or
subject matter is related to objectives. The subject matter and the activities are planned by the teacher.
Major Foundations of Curriculum 3. William Kilpatrick (1871-1965) – Curricula are purposeful activities which
are child centered. The purpose of curriculum is child development and growth. He introduced the project
method where teacher and student plan the activities 4. Harold Rugg (1886-1960) –to him, curriculum should
develop the whole child. It is child-centered and should produce outcomes. He also emphasized social studies
and the teacher plans curriculum in advance. Major Foundations of Curriculum 5. Hollis Caswell (1901-1989) –
he sees curriculum as organized around social functions of themes, organized knowledge and learner’s
interest. He believes that curriculum is a set of experiences. Subject matter is developed around social
functions and learner’s interests. Major Foundations of Curriculum – Historical Foundations 6. Ralph Tyler
(1902-1994) – he believes that curriculum is a science and an extension of school’s philosophy. It is based on
student’s needs and interest. To him, curriculum is always related to instruction. Subject matter is organized
in terms of knowledge, skills and values. The process emphasizes problem solving. The curriculum aims to
educate generalists and not specialists. Major Foundations of Curriculum – Psychological Foundations of
Curriculum) Psychological Foundations of Curriculum Psychology provides a basis for the teaching and
learning process.
1. Behaviorist Psychology a. connectionism – Edward Thorndike (which influenced Tyler and Taba, the well
known curricularists) b. classical conditioning – Ivan Pavlov c. operant conditioning – B. F. Skinner d. modeling
and observation theory – (Bandura) d. hierarchical learning – Robert Gagne To the behaviorists, learning
should be organized in order that students can experience success in the process of mastering the subject
matter.

Definitions of Curriculum

1. A brief answer is hard to give as curriculum can be both written and unwritten. Essentially, curriculum is what
the school is attempting to teach, which might include social behaviors as well as content and thinking skills.
2. A course of study that will enable the learner to acquire specific knowledge and skills.
3. A curriculum consists of the "roadmap" or "guideline" of any given discipline. Both the philosophy of teaching
of the instructors as well as of the educational institution serve as two of the principles upon which a
curriculum is based.
4. A curriculum is the combination of instructional practices, learning experiences, and students' performance
assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
5. A detailed plan for instruction set by policy-makers.
6. A selection of information, segregated into disciplines and courses, typically designed to achieve a specific
educational objective.
7. As applied to education, curriculum is the series of things that students must do and experience by way of
developing abilities to do the things well that adults do in life; and to be in all ways the people that they should
be as adults.
8. Curriculum encompasses a variety of technical and non technical courses that are required to complete a
specific degree.
9. Curriculum includes everything that takes place, and everything that does not take place, within the purview of
the school.
10. Curriculum is a framework that sets expectations for student learning. It serves as a guide for teachers, a
roadmap if you will, that establishes standards for student performance and teacher accountability.
11. Curriculum is a group of courses offered in a particular field of study.
12. Curriculum is a set of courses (offered by an educational institution) that are required to complete an area of
specialization.
13. Curriculum is a set of courses that comprise a given area or specialty of study. I see curriculum as the
framework of content or ingredients that relate to that given area of study. Curriculum often conjures up words
such as format, guidelines, content of "what to teach," and "what the student needs to learn." I see curriculum
in both formal and informal ways, i.e., as a body of related information that an educator needs to convey, but
with latitude in the strategies that an educator may use to convey the information.
14. Curriculum is all of the courses of study offered ( science, math, reading, etc.) and those guidelines for
teaching and learning set forth for a particular educational institution.
15. Curriculum is any criteria, element, aspect, that aids in children's learning.
16. Curriculum is specifically what you teach within each discipline and at each level.
17. Curriculum is the "floor plan" or blueprint for what is going to be taught/learned/experienced ... in the
academic classroom over a period of time.
18. Curriculum is the delivery component of an institutions' educational mission, values, and theory of learning. It
should follow in-depth discussions regarding "what a student should learn" and "how a student can best learn."
19. Curriculum is the expectations for what will be taught and what students will do in a program of study. It
includes teacher-made materials, textbooks, and national and state standards.
20. Curriculum is the gathered information that has been considered relevant to a specific topic. It can always be
changed or added to in order to become relevant to the times.
21. Curriculum is the goals, assessments, methods, and materials used to teach a particular skill or subject. I
include thinking under "skill."
22. Curriculum is the guidelines by which different content matters are taught and assessed.
23. Curriculum is the outline of concepts to be taught to students to help them meet the content standards.
24. Curriculum is what is taught in a given course or subject.
25. Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies,
measurement, and resources. The desired outcome of curriculum is successful transfer and/or development of
knowledge, skills, and attitudes.
26. Everything that is written, taught and tested in an educational program of study.
27. General course design or syllabus, including goals and standards for proficiency.
28. Guidelines for course instruction with attention to content, teaching style and academic standards.
29. I feel that curriculum is anything which is planned and designed to sequentially improve students' knowledge
and skills.
30. I guess curriculum represents the courses offered for any educational program. The curriculum's design is
based on what past/current educators believe is important for students to know. Importance may be based on
content that is covered in the course which is (1) competitive with other institutions (2)usable in the future
career, or (3) what the school/faculty feel is an interesting topic to cover. I'm sure there are other reasons for
importance but none come to mind at this time.
31. I suppose that my definition would speak not only to the objectives of the school program and the means by
which those goals are to be reached, it would also include the philosophical construct underlying the goals and
methods. For example, late in my career as a math teacher I became very interested in having the students
"feel" mathematics. I wanted the students to experience the "why's" and "how's" that would build a higher level
of understanding. In my view, curriculum is more than just what is done, it's WHY it's done ? on a deeper level
than just to cover the text or get the kids to pass the DSTP.
32. I think of curriculum in two ways. One: the organized method of placing nursing and related courses to meet
the goal of successful completion of the nursing program competencies. The other view I have about
curriculum is organizing courses around a faculty adopted conceptual framework. The faculty develop
concepts and subconcepts. From this framework the course objectives/ competencies and learning activities are
developed. There is a logical progression of learning.
33. In a spectrum from abstract to concrete, curriculum lies in the fuzzy middle. The curriculum is sandwiched
between abstract standards (usually content-based) and super-practical lesson plans and activites. Curriculum
embodies the "what" and, explicity or implicitly, the "how" of teaching. Although usually containing "what" is
to be taught, curriculum directly suggests or indirectly implies how it should be taught. For example, a
curriculum with an inordinate amount of targets and content to be taught is more likely to be taught in a
traditional (discussion or lecture-centered) approach than in a constructivist (pedagogy) approach.
34. Officially, curriculum is the formal delineation of what is to be taught and how it is to be taught. Beyond that,
however, there lots of questions and caveats regarding the formal, written curriculum as compared to the
curriculum as actually delivered in the classroom. Is there, for example, a difference between what a school's
official curriculum and another "hidden curriculum" representing what the system or the teacher "really" wants
students to learn? If there is no formal curriculum document but students are still learning good things from
teachers, is it meaningful to say that there is a de facto curriculum that has somehow come about to fill the
void? To what extent is methodology a matter of formal curriculum and to what extent is it a matter of
individual teacher academic freedom?
35. On a concrete level, curriculum is that list of "stuff" we ask students to do to demonstrate learning and
outcomes. It's also the list of "stuff" that we want to tell them.
On a less concrete--but even more important--level, curriculum is the philosophy that drives us to create the
"stuff" above. That is, I think that curriculum is, at its best, a collection of "stuff" that is derived from carefully
thinking about the big picture. What do we want students to know and how will it be relevant to them once
they're gone? If it's not relevant to them, then the question is whether they became better thinkers. And if they
are better thinkers, then I'd wager that the "stuff" was driven by the principles behind it (and not the other way
around)
36. Personally I think curriculum is a kind of design, setup, offering, or arrangement of subjects and courses.
37. Scope and sequence or essential concepts and content that required in educational programs. Curriculum
includes methods and materials used in delivery of essential content.
38. Technically "curriculum" may be considered the "what" of an education-however it is I think intertwined with
the "how" or the pedagogy/theory (of method) as well.
39. The course an academic program follows.
40. The curriculum is the program of instruction. It should be based on both standards and best practice research. It
should be the framework that teachers use to plan instruction for their students.
41. The dictionary definition of "curriculum" is the following: all the courses of study offered at a university or
school. I totally don't agree with that. This would be a good definition for someone who is not in education to
understand. I believe that it is more specific In my line of work objectives, performance indicators,
philosophies and ways to approach these objectives are all aspects under the scope and sequence of a
curriculum.
42. the structure and/or materials used to convey information to students.
43. The written curriculum is a plan of what is to be taught. It is a focus for what teachers do. Dr. Fenwick English,
Purdue University, believes there are three types of curriculum: written, taught, and tested. They must be the
same.
44. What we teach, both written and unwritten

Issue of Hidden Curriculum. Teachers can make issue of the hidden curriculum and influence negatively in
their students when they do not understand the hidden curriculum well. Cornbleth (1984) found that because
the hidden curriculum is as messages that send through school’s staff, especially teachers, so curricula maker,
superintendents, and administrator of school should provide teachers with more explanations the concept of
the hidden curriculum. As a result, teachers would effectively deal and work with curriculum in the same line.
Additionally, teachers can play an important role in development the education practices for them and their
students through the hidden curriculum. However, Myles, Trautman, and Shelvan (2004) found that even
though the hidden curriculum can be issue in the classroom, it is the best way to teach social skills for
students with Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X
(Online) Vol.6, No.33, 2015 126 special needs in few minutes per day. Moreover, in order to address this
issue, Myles (2011) noted that it is essential matter to equipp or provide teachers with methods or strategies
to help their students realize the hidden curriculum through making opportunities for students to practice or
apply one rule of the hidden curriculum once every day. For instant, writing one of hidden curriculum rule on
the board and reviewing it for five minutes every morning with students is a good idea to understand hidden
curriculum. As a result, teachers will observe good difference in students’ social recognizing.

Results of Understanding the Hidden Curriculum. There are great results for a good understanding of the
hidden curriculum. Jerald (2006) noted that when teachers are aware of the importance and influence of
hidden curriculum, they will always review their personal attitudes with their students in the classroom.
Moreover, teachers may use the hidden curriculum in their teaching as strategy or method to send specific
message to student through these approaches, such as cooperative learning. So, if we as teacher do not
utilize this kind of curriculum by right way or effectively, we will have issue in the hidden curriculum. We may
also send negatively entrenched and social beliefs and ideas to students rather than using the hidden
curriculum to make school place to social change.

4. Practical Implications Hidden curriculum is one of several ways to impact the education in schools.
Therefore, educators who work with curriculum development should be aware of this type of curriculum
when they design and develop the curriculum. Sometimes, teachers positively use hidden curriculum without
awareness through their behaviors and methods of teaching in the classroom. However, some teachers
purposely use the hidden curriculum because they are aware of this kind of curriculum and its influences and
results. Teachers want to teach their students several knowledges, beliefs, and experiences, but they cannot
do this for some reasons. For instant, teachers can not teach these items for their students because these are
not parts of the regular curriculum, so they implicit what they want to teach through the hidden curriculum of
teaching approaches similarity of what Schiro talks about learner centered ideology.

References Cornbleth, C. (1984). Beyond hidden curriculum. Journal of Curriculum Studies 16 (1):29–36.
Jerald, C.D. (2006). School Culture: The Hidden Curriculum. Washington, DC: The Center for Comprehensive
School Reform and Improvement. It retrieved from www.centerforcsri.org Myles, B. (2011). The hidden
curriculum-unwritten rules that students with disabilities of tenmiss.Itretrievedfrom
http://cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTE
NTID=9643 Myles, B.S., Trautman, M., & Shelvan, R. (2004). Asperger Syndrome and the Hidden Curriculum.
Shawnee Mission, KS: Autism Asperger Publishing Company. Schiro, M. S. (2008). Curriculum theory:
Conflicting visions and enduring concern. Los Angeles: Sage Publications. ISBN 9. Vygotsky, L.S. (1978). Mind
in society: