Steppingstones to Curriculum

Steppingstone 1: Setting Out of the Curriculum Path

-All school programs have a worldview foundation (it may not always be stated openly).
A curriculum must include a diversity of value positions without promoting any particular one.
Is a Neutral Curriculum Possible?
Two reasons that dispute the neutrality of teaching:
-Avoid Indoctrination
To those who advocate neutrality, they themselves are not neutral.
-Students must draw their own conclusions from their own explorations and constructions
Learning would be too complex if students were to investigate everything fully.

Therefore, to be neutral in teaching is impossible.

It is clear that even the so called-neutral teaching involves initiation into distinct pattern of
thought and behavior.

Making Curriculum Decision

-Government publish curriculum guides which are the formal or the prescribed curriculum.
-Teachers do not choose the curriculum alone but make the most vital curriculum decisions.
Planning a formal or intended curriculum are usually involving by a group of educators whom
involve themselves in a process of deliberation.
-Pose and define the curriculum situation or problem
-Judge the best course of action in terms of their beliefs, weighing all the available evidence
-Apply theories, practical experience, and judgment to make recommendations

Teachers make such decisions on the basis of their worldview, their aims for education and
learning, their students social and economic backgrounds, their students aptitudes and how they
react to various types of learning activities, and the availability of resources.

The Underlying Basis for Making Curriculum Decisions

-What are the overall aims of schooling?
-How can schooling help humanity work toward a more just and compassionate society?
-What ought to be done in the curriculum? What is the right thing to do?
-How can the curriculum lead students to discover meaning? How can it connect with their daily
experiences? How can it link believing, thinking, and doing? How can it make them both more
discerning and more committed to a principle way of life?

The Teacher as Guide

-teachers develop their teaching skills reflectively within a well-defined philosophical and
religious framework.
-guidance requires unfolding meaningful content- making know the basis, contours, and
implications of a biblical vision of life.

Teaching for Commitment in Christian Schools

-It is not easy to keep balance initiation into a Christian tradition and growth toward normal
autonomy.
-Teaching should challenge students not to give easy or pat answers to difficult issues.
Christian school teachers need to remember three key points as they formulate their own
classroom curriculum:
-They confidently initiate their students into their cultural and Christian heritage.
-They encourage their students to grow in normal rational responsibility.
-They teach with commitment since they want to teach for commitment.

Other suggestions for planning a curriculum that is fair to all religious (and nonreligious
positions, and yet fits Christian beliefs:
-Choose content that helps students to function well in society and contribute to it.
-Ensure that your pedagogy reflects the implications of a biblical view of the person.
-Acquaint students with the Christian heritage.
-Be balanced in your approach

Curriculum
-the course of study in a school.
-what is taught, particularly the subject matter contained in a schools course of study.
-an organized set of documented, formal educational plans intended to attain preconceived goals.
-a dynamic, ever-changing series of planned learning experiences.
-is everything learners experience in school.

Aims of Curriculum
-general goals that provide a framework for action.
1. To unfold the basis, framework, and implications of a Christian vision of life
2. To learn about Gods world and how humans have responded to Gods mandate to take care of
the earth.
3. To develop and apply the concepts, abilities, and creative gifts that enable students to
contribute positively to Gods Kingdom and have a transformation impact on culture.
4. To discern and confront idols of our time such as materialism, hedonism, technicism,
relativism, and other isms in which faith is placed in something other than God.
5. To become committed to Christ and to a Christian way of life, able and willing to serve God
and neighbor.

Van Brummelen, Harro. Steppingstones to Curriculum: A Biblical Path (2nd ed). Purposeful
Design Publications, Colorado Springs, Colo, 2002. (p.1-21)