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Lesson 1:
Lesson 1:Nature and Purposes of Curriculum
Concepts,
Concepts,
Nature and Purposes of Curriculum
Purita
B. Bilbao
Purita B. Bilbao
Curriculum
Curriculumfrom
fromDifferent
DifferentPoints
Pointsof
ofView
View
1.
Traditional
Points of View
of Curriculum
2.
Progressive
Points of View
of Curriculum
Curriculum
Curriculumfrom
fromDifferent
DifferentPoints
Pointsof
ofView
View
11. .
Traditional
TraditionalPoint
Pointof
of
View
View
11. .
Traditional
TraditionalPoint
Pointof
of
View
View
11. .
Traditional
TraditionalPoint
Pointof
of
View
View
11. .
Traditional
TraditionalPoint
Pointof
of
View
View
11. .
Traditional
TraditionalPoint
Pointof
of
View
View
In our education system, curriculum is divided into
In our education system, curriculum is divided into
chunks of knowledge we call subject areas in the basic
chunks of knowledge we call subject areas in the basic
education such as English, Mathematics, Science, Social
education such as English, Mathematics, Science, Social
Studies and others. In college, discipline may include
Studies and others. In college, discipline may include
humanities, sciences, languages and many more.
humanities, sciences, languages and many more.
11. .
Traditional
TraditionalPoint
Pointof
of
View
View
Most of the traditional ideas view curriculum as
written documents or a plan of action in
accomplishing goals.
11. .
Progressive
ProgressivePoints
Pointsof
of
View
View
Curriculum is defined as the total learning experiences of
Curriculum is defined as the total learning experiences of
the individual.
This definition is anchored on John
the individual.
This definition is anchored on John
Deweys definition of experience and education. He
Deweys definition of experience and education. He
believed that reflective thinking is a means that unifies
believed that reflective thinking is a means that unifies
curricular. Thought is not derived from action but tested
curricular. Thought is not derived from action but tested
by application.
by application.
2.
Progressive
Points of View
of Curriculum
22. .
Progressive
ProgressivePoints
Pointsof
of
View
View
on positive
of existing condition. To produce
Curriculum
changes, developmentDevelopment
should be purposeful,
planned and progressive. This is how
curriculum evolves.
Types of
Curriculum
Operating in
Schools
1.
Recommended
Curriculum
2.
Written
Curriculum
3.
Taught
Curriculum
4.
Supported
Curriculum
5.
Assessed
Curriculum
6.
Learned
Curriculum
7.
Hidden
Curriculum
8.
Concomitant
Curriculum
9.
Phantom
Curriculum
10.
Null
Major
Foundations of
Curriculum
Philosophical
Historical
Major
Foundations
of
Curriculum
Psychological
Social
P
hi
lo
so
pi
ca
l
Philosophical Foundations
of Curriculum
P
hi
lo
so
pi
ca
l
P
hi
lo
so
pi
ca
l
P
hi
lo
so
pi
ca
l
Four Educational
Philosophies
a. Perennialism
P
hi
lo
so
pi
ca
l
Four Educational
Philosophies
b. Essentialism
P
hi
lo
so
pi
ca
l
Four Educational
Philosophies
c. Progressivism
P
hi
lo
so
pi
ca
l
Four Educational
Philosophies
d.
Reconstructionism
Philosophical
Historical
Major
Foundations
of
Curriculum
Psychological
Social
H
is
t
o
ri
c
al
Curriculum
Theorists Franklin
of
Curriculum
H
is
t
o
ri
c
al
Curriculum
Theorists
William Kilpatrick (1871-1965)
viewed curriculum as
purposeful activities which are
child-centered. The purpose of
curriculum is child development
and growth.
H
is
t
o
ri
c
al
Curriculum
Theorists
Hollis Caswell (1901-1989)
- sees curriculum as organized
around social functions of themes,
organized knowledge and earner's
interests.
H
is
t
o
ri
c
al
Historical
Foundations of
Curriculum
The historical development shows the different
changes in the purposes, principles and content of
the curriculum. The different changes are
influenced by educational philosophy, psychology
and pedagogical theories.
Philosophical
Historical
Major
Foundations
of
Curriculum
Psychological
Social
Psychological Foundations of
Curriculum
P
s
y
c
h
ol
o
gi
c
al
1. Behaviorist Psychology
P
s
y
c
h
ol
o
gi
c
al
considerthat
thatlearning
learningshould
shouldbe
beorganized
organized
- - consider
orderthat
thatstudents
studentscan
canexperience
experience
ininorder
success
in
the
process
of
mastering
the
success in the process of mastering the
subjectmatter.
matter.
subject
Themethod
methodisisintroduced
introducedininaastep
stepby
bystep
step
The
mannerwith
withproper
propersequencing
sequencingofoftask
task
manner
whichisisviewed
viewedby
byother
othereducational
educational
which
psychologist
as
simplistic
and
mechanical.
psychologist as simplistic and mechanical.
2. Cognitive Psychology
P
s
y
c
h
ol
o
gi
c
al
3. Humanistic Psychology
P
s
y
c
h
ol
o
gi
c
al
Humanist
Humanistpsychologist
psychologistare
areconcerned
concerned
with
withhow
howlearners
learnerscan
candevelop
developtheir
their
human
humanpotential;
potential;the
theprocess
processnot
notthe
the
products;
personal
needs
not
the
products; personal needs not the
subject
subjectmatter;
matter;psychological
psychologicalmeaning
meaning
and
andenvironmental
environmentalsituations.
situations.
P
s
y
c
h
ol
o
gi
c
al
InSummary,
Summary,psychology
psychologyhas
hasgreat
great
In
influencein
inthe
thecurriculum.
curriculum.Learners
Learners
influence
arenot
notmachines
machinesand
andthe
themind
mindisisnot
not
are
computer.Humans
Humansare
arebiological
biological
aacomputer.
beingsaffected
affectedby
bytheir
theirbiology
biologyand
and
beings
cultures.
cultures.
Thepsychological
psychologicalfoundations
foundationswill
will
The
helpcurriculum
curriculummakers
makersin
innurturing
nurturing
help
moreadvanced,
advanced,more
more
aamore
comprehensiveand
andcomplete
completehuman
human
comprehensive
learning.
learning.
Philosophical
Historical
Major
Foundations
of
Curriculum
Psychological
Social
S
o
ci
a
l
Social Foundations of
Education
Schools exist within the social context . Societal culture
affects and shapes schools and their curricula.
In considering the social foundations of curriculum, we
must recognize that schools are only one of the many
institutions that educates society. The home, the family,
community, likewise , educate the people in the society.
But schools are formal institutions that address more
complex and interrelated societies and the world.
S
o
ci
a
l
Social Foundations of
Education
Society as ever dynamic is a source of a very fast
changes which are difficult to cope with and to adjust to.
Thus, schools are made to help to understand these
changes. In order for schools to be relevant, schools
curricula should address diversity, explosion of
knowledge, school reforms and education for all.
The relationship of curriculum and society is mutual and
encompassing. Hence, to be relevant, the curricula
should reflect and preserve the culture of society and its
aspirations. At the same time, society should also
imbibe the changes brought about by the formal
institutions called schools.