CURRICULUM: ITS

THEORETICAL FOUNDATIONS
ESTABLISHING A COMMON
CONTEXTS
• Curriculum is the entire range of
experiences, both directed and undirected,
concerned in unfolding the abilities of the
individual; or it is the series of consciously
directed training experiences that the
schools use for completing and perfecting
the unfoldment. (Franklin Bobbitt, 1918, p.
43)
 WHAT OUGHT TO HAPPEN

“the developer proposes, but the

teacher disposes”
(Ellis, 2004, p. 4).
Curriculum can be viewed as the
reconstruction of knowledge and
experience that enables the learner
to grow in exercising intelligent
control of subsequent knowledge and
experience. (Daniel Tanner & Laurel
Tanner, 1995)
DEFINITIONS OF CURRICULUM

FOCUS IS ON EXPERIENCES
 Period Forces Curricular Responses Instructional Responses
1650-1750 Philosophy Latin Grammar School: School for Strict discipline
Essentialism boys Rote learning
Psychology The Bible Use of sectarian materials
Faculty psychology – “mind as a The three R’s Mental Discipline
muscle” Classical Curriculum
Sociology
Theocracy – Calvinist
Male Chauvinism
Agrarian society
Rich-poor dichotomy
1750-1850 Philosophy Academy Mental Discipline
Essentialism Education for girls Recitation
Utilitarianism Instruction of English Strict discipline
Psychology Natural History Some practical applications
Faculty Psychology Modern languages plus three R’s
Sociology and classical curriculum
Industrial revolution Tax-supported schools
Westward movement Kindergartens
Rise of middle class
Increased urbanization
1850 to present Philosophy 1850 – 1925 Practical application
Essentialism High Schools Problem-solving methods
Progressivism 1925 – 1950 Attention to whole child
Psychology Child-centered curriculum
Behavioristic Experimentalism
Experimental Centralization and consolidation of
Gestalt schools
Perceptual
Sociology Life adjustment
Setting the West 1950 to present Individualization and groupings
Mechanized society Career Education for instruction
Urbanization Open-space education Mediated instruction
Armed conflicts Basic Skills Education for self-discipline
Civil rights Alternative Schooling Achievement testing
Big businesses Magnet Schools Effective teaching models
Big labor Charter Schools Cooperative learning
Equal rights Home Schools Whole learning
Changes in family Middle Schools Use of community resources
Environmental problems Standards Computer-assisted instruction
Diminishing resources Computer Education Integrated studies
Rapid growth of technology Values/character education State assessment/ exit exams
Space exploration Environmental education Online instruction
Public demand for school Multicultural education Single-Gender classes/Schools
accountability Global education
Unemployment Health Education/clinics
Drug and alcohol abuse Sexuality Education
Crime Adult Education
Homeless persons
Racial tensions/ethnic conflicts Literacy education
Movements for human rights Bilingual Education
Persons with disabilities Consumer Education
Aging Population Cultural literacy (core knowledge)
Sexual behavior Community service
Religious differences International Baccalaureate
Growth of democratic movements Advanced Placement
worldwide Smaller Schools/Schools within
Economic crises schools
Global warming Technological education
End of cold war National Standards
AIDS
Continuing health needs
Globalization
International tensions, conflicts and
crises
Terrorism
ELEMENTS OF CURRICULUM
THEORY AND PRACTICE
(SMITH, 2000)
 SETTING THE DIRECTION:
Elements of curriculum theory
and practice (Smith, 2000)

• CURRICULUM AS Transmission of
Knowledge
• CURRICULUM AS A END PRODUCT
• CURRICULUM AS A PROCESS
• CURRICULUM AS A PRAXIS
Overdependence on
content

CURRICULUM AS
TRANSMISSION OF
KNOWLEDGE
Curriculum focus is on systematic
study, needs assessment,
training, implementation and
evaluation of tangible results
(UBD)

CURRICULUM AS END
PRODUCT
 Emphasis is on interaction
among teacher, student,
parents and knowledge
 Critical thinking, listening and
communication (feedback) are
major components.

CURRICULUM AS A PROCESS
 Practical deliberation and
differentiated curriculum

CURRICULUM AS A PRAXIS
(AWARENESS)
Curriculum Development:
Up-Close
 Curriculum Development
The process of providing the vehicle and
keeping it running smoothly is commonly known as
curriculum development which includes (1) curriculum
planning, the preliminary phase when the curriculum
workers make decisions and take actions to establish
the plans that teachers and students will carry out; (2)
curriculum implementation, the translation of plans into
action; and (3) curriculum evaluation, those immediate
and final phases of development in which results and
assessed and successes of both the learners and the
programs are determined(Oliva, 2013).
 Axiom 1 (Peter Oliva)

• Inevitability to change.
WHY ENHANCE ?
Think Pair Share: Reflection
Henri Nouwen (Buddhist monk):

“ There was a man on a horse galloping along the

road. An old farmer standing in the fields, seeing
him pass by so swiftly, called out. “Hey, rider, why
are you in such a great hurry? Where are you
going?” And the rider shouted back “Don’t ask me.
Ask my horse!”