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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.
- Issues from society including groups and institutions in the culture and their
contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum
making. These include:
Transmission of culture;
Economics issues.
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:
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?
These questions imply that change will take place in the near future. So, brace yourself for the
many changes that will take place in education!
Child Centered Curriculum
History of Curriculum in the Philippines
Posted on May 14, 2011 by wreigh
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values, develop moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall be allowed to
be taught to their children or wards in the public elementary and high schools within the
regular class hours by instructors designated or approved by the religious authorities of
the religion to which the children or wards belong, additional cost to the Government.
COMMON BINDS
Hi, Aileen. Thanks for reading my article. As to your question, I think it is the
purpose that binds all. If the purpose of putting up a school, institute, or a university
is clear, then the owners, the school administrators or the governing body can
choose what kind of philosophical, psychological, sociological, historical bases they
must adopt including the legal bases and the emerging foundation which is based
on economy. Remember, a school cannot exist without espousing these major
foundations.
HI! It would be easier for me to answer you if I know your field of specialization or degree, so
that I can explain it well. Anyway, I will give you examples as to how a curriculum can be
developed using the four foundations. Lets simplify it. If you are doing it for a degree program
(macro level), It means that the subjects to be offered be related to the four foundations. For
example, students should have at least one subject under philosophy, history, psychology and
sociology as part of the basic subjects. However, it depends on your Curriculum Development
Committee guidelines, procedures, and policies. In some universities, the subjects are arranged
as: basic, major, cognates, and electives. So, in the basic subjects, you can think or choose a
particular subject under philosophy, and so on. Here are the specific examples (Philippine
setting):
Philosophy Introduction to Philosophy/ Philosophy and Logic
History History of the Philippines
Psychology Introduction to Psychology
Sociology Physical Education
You may also think of other subjects that are related to the program and to the need of the
students. In the Philippines, there is a Commission on Higher Education that set the minimum
standards. It prescribes what subjects to take and how many units be given per subject, per
semester, and the total units for the program. My only suggestion is to have at least one subject
as a representative of each major foundation. However, there are already reforms in the
educational system. The basic subjects are now placed in Grades 11 and 12, in the Philippines. I
hope I am able to answer your questions. God bless to your endeavour.
Related Articles
While curriculum specialists, administrators and outside educational companies spend countless
hours developing curriculum, it is the teachers who know best what the curriculum should look
like. After all, they work directly with the students meant to benefit from the curriculum. In order
to create a strong curriculum, teachers must play an integral role in every step of the process.
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Planning
Teachers know their students' needs better than others involved in the curriculum process. While
state or federal standards often dictate the skills covered by the curriculum, a teacher can provide
insight into the types of materials, activities and specific skills that need to be included. Teachers
from multiple grade-levels may collaborate to identify skills students need at each level and
ensure that the curriculum adequately prepares students to advance to the next grade-level and to
meet the standards.
Creation
Because teachers must use the curriculum, they should have input in its creation. A teacher can
gauge whether an activity will fit into a specified time frame and whether it will engage students.
If multiple teachers will use the curriculum, allow as many of them as possible to provide input
during the creation stage. As teachers provide input, they will gain ownership in the final product
and feel more confident that the curriculum was created with their concerns and the needs of
their particular students in mind.
Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan that has
taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement effective
practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a
strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized
components or choose from among a selection of activities.
Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in
multiple ways, such as keeping a journal as they implement the curriculum, giving students
surveys and reviewing the results or analyzing assessment data and individual student
performance. Not only can reflection serve to improve a specific curriculum, it may guide the
creation of new curriculum.
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