Running head: CURRICULUM DESIGN

Curriculum Design
Rogelio Nava Jr.
Concordia University

CURRICULUM DESIGN
Curriculum Design
In this chapter, authors Ornstein and Hunkins explain that curriculum is essentially a fusion of curriculum

design and instructional design. In delving deeper into the components of curriculum design, the authors assert that
it stems from curriculum theory, knowledge theory, social theory, political theory and learning theory. These major
theoretical spheres of human experience are comprised of both qualitative and quantitative measures in varying
degrees. Beyond the theories from which curriculum design sprouted, are three base ideas to keep in mind when
developing curriculum, socialization, academic idea, and developmental idea. These three planes from which
curriculum develop do not work in synergistic fashion. Rather they tend to interact at cross purposes, seeming to
create different educational realities, (Ornstein and Hunkins 2013). Similar to celestial objects seemingly
independent of each other and each with their own mini galaxy of ideas, philosophies, and terms when gravity
eventually pulls them together they can create a wonderful display similar to true learning or disaster, indoctrination.
Regardless of the results, these three players depend on each others weight and gravity in order to maintain
equilibrium and in that way are actually intrinsically interconnected. Two more approaches are discussed in this
chapter. Science based approach emphasizes the particular strategies for processing knowledge while knowledge
based approach focuses on how individuals process information. In addition to this, there are a number of factors
such as socioeconomic, political, and cultural to keep in mind when determining the design of curriculum as being
either horizontal or vertically organized. Once the direction is defined then the additional facets of scope, sequence,
continuity, integration, articulation, and balance must be carefully considered. Even as political and societal factors
continue to transform there are three basic curriculum design templates that have been and are still in operation
throughout curriculum design. Despite the fact that the three templates, subject-centered, learner-centered, and
problem-centered design have been in long operation in fluctuating levels, not all lend themselves to future
applications or are easily adaptable. Subject design is well organized, contributes to literacy, and places emphasis on
verbal activities. On the other hand critics maintain that it rests on the assumption that subjects are best outlined in
texts, that it prevents program individualization and by extension disempowers students. Discipline design falls with
in the same category of subject-centered but differs from subject design in that it is more focused on
conceptualization and comprehension instead of simply acquiring knowledge. It is characterized by the belief that
the student should approach subject study in the same fashion as a scholar would, by seeing each disciplines basic
logic or structure. This design has been criticized for its assumption that all students learn in the same manner and

CURRICULUM DESIGN

the fact that it leaves out aesthetics, humanism, and vocational education, as they are not agreed upon disciplines in
and of themselves. Broad field design also falls under the umbrella of subject design but is a slight variation in that
it is structured to combat fragmentation of subjects by melding two similar subjects and offers the most future
application potential in its innate ability to lend itself to hybridization. Critics assert that this approach emphasizes
breadth at the expense of depth of knowledge. Correlation design sits in between subject and broad field design
because it allows for teaching two related subjects concurrently through mediums typically reserved for each of the
respective disciplines. Process design sits further down the spectrum within the subject-centered design template
because it adopts a slightly more holistic view by emphasizing the learning of general principles applicable to all
disciplines. Within this approach students study how they process knowledge. The second major curriculum design
template is learner-centered design and it is derived from the socialization and developmental ideas. Child centered
and experience centered fall within this category because they are focused on student interests and allow the student
to design their own learning. Romantic and humanistic design are also considered learner-centered because they
adopt a much more student focused learning premise through which learning is reflective, students must critique
knowledge, emphasis is placed on human potential, and cognitive, affective, and psychomotor domains are
interconnected and weighed evenly. The last major design template listed by the authors is problem centered design.
This approach is characterized as focusing on real-life problems of individuals and society as a whole. Life-strategy
design uses the pupil's own experiences to get them to analyze basic aspects of living and content is organized in
such a manner that students can clearly see problem areas. Reconstructionist design provides students with learning
the requisites for altering their environment through social, economic, and political realities.
Considering the multitude of approaches, influences, foundations, designs, and philosophies that go into
curriculum design I felt as though the authors did as best a job they could in organizing chapter six. The
aforementioned components are funneled through various lenses and channels and quite literally, at least for me,
jump off the page into a multi-dimensional form of ever changing shapes and colors. Winnowing down all these
ideas into one chapter was impressive and I applaud their success. Not too much of the authors personal opinions
seem to seep through the factual information presented but when it did it maintained a tasteful subtlety.
This chapter was especially informative for me as a second year teacher with many of the design dimension
consideration terms being thrown around in meetings. It was not until reading about them with in the context of
curriculum design am I able to appreciate their importance and influence. When reading about the various design

CURRICULUM DESIGN
templates I was frequently reminded of the philosophies, approaches, and considerations discussed in previous
chapters and was able to synthesize the information to draw connections back and forth.

CURRICULUM DESIGN
References
Ornstein, A., & Hunkins, F. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston: Pearson.