History and Philosophy of Contemporary Education

July 16 , 2011

Task:
Determine , analyze and critique the relevance of the school curriculum , its mission, and its vision in appraising educational goals.

Objectives:
During class discussion colleagues in the profession will be able to:

 Define the meaning of curriculum Identify the elements of curriculum. Determine on how these components provide the structure to the curriculum. Distinguish the role of curriculum approach in the actual planning and designing of curriculum. Analyze the relevance of curriculum in appraising educational goals.

What is a Curriculum?

Traditional Points of View

Curriculum as a body of subject matter prepared by the teachers for the students to learn. It was synonymous to the course of study and syllabus
(Bilbao 2008: 10)

Traditional Points of View

Curriculum as permanent studies, where the rules of grammar , reading , rhetoric, logic and mathematics for basic education are emphasized. - Robert M. Hutchins
(Bilbao 2008: 10)

Traditional Points of View

Mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar , literature and writing. It should also include math, science, history and foreign language

-Arthur Bestor ,Essentialist

(Bilbao 2008: 10)

Traditional Points of View

Discipline as the sole source of the curriculum. Curriculum is divided into chunks of knowledge we call subject areas.

-Joseph Schwab
(Bilbao 2008: 10)

Traditional Points of View

Joseph Schwab coined the term discipline as a ruling doctrine for curriculum development.

(Bilbao 2008: 10)

Traditional Points of View

Curriculum can be viewed as field of study. It is made up of its foundations; domains of knowledge as well as its research theories and principles. It is viewed as written documents or a plan of action in accomplishing goals.

(Bilbao 2008: 11)

Progressive Points of View

A listing of school subjects, syllabi, course of study, list of courses or specific discipline do not make a curriculum. This can be only called curriculum if it is actualized by the learners.
(Bilbao 2008:11)

Progressive Points of View

Curriculum as a total learning experience of the individual. - John Dewey

(Bilbao 2008:11)

Progressive Points of View

Reflective thinking is a means that unifies curricular elements. Thought is not derived by action but is tested by application. - John Dewey
(Bilbao 2008:11)

Progressive Points of View

Curriculum is all the experiences children have under the guidance of teachers. - Caswell & Campbell
(Bilbao 2008:11)

Progressive Points of View

Curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting - Caswell & Campbell
(Bilbao 2008:11)

Progressive Points of View

Experiences in the classroom which are planned and enacted by the teacher , and also learned by the students. - Marsh and Wills
(Bilbao 2008:11)

What are the Elements /Components of Curriculum?

Major Components:
1. 2. 3. 4. Aims, Goals and Objectives Subject Matter/ Content Learning Experiences Evaluation Approaches

(Bilboa 2008:26)

Major Components:
1. What is to be done? 2. What subject matter to be included? 3. What instructional strategies, resources and activities will be employed? 4. What methods and instruments will be used to asses the results of the curriculum?
(Bilboa 2008:26)

 Curriculum is embedded in a formal institution called schools. Schools are established institutions which are either run by the government or by the private sector.
(Bilboa 2008: 26)

PRIMARY SECONDARY TERTIARY

(Bilboa 2008: 26)

Philippine 1987 Constitution:

1. 2. 3. 4. 5. 6. 7. 8. 9. Inculcate patriotism and nationalism Foster love of humanity Promote respect for human rights Appreciate the role of national heroes in the historical development of the country Teach the rights and duties of citizenship Strengthen ethical and spiritual values Develop moral and personal discipline Encourage critical and creative thinking Broaden scientific and technological knowledge and promote vocational efficiency.

Aims of Elementary Education (Education Act of 1982)

In elementary level, schools through their curricula should aim to: Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society.
(Bilboa 2008: 26)

Aims of Elementary Education (Education Act of 1982)

Provide learning experiences which increase the childs awareness of and responsiveness to the changes in the society.
(Bilboa 2008:27)

Aims of Elementary Education (Education Act of 1982)

Promote and intensify knowledge , identification with and love for the nation and the people to which he belongs; and
(Bilboa 2008:26)

Aims of Elementary Education (Education Act of 1982)

Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work.
(Bilboa 2008:27)

Aims of Secondary Education (Education Act of 1982)

In high school or secondary level, educational curricula aim to: Continue to promote the objectives elementary education; and
(Bilboa 2008:27)

Aims of Secondary Education (Education Act of 1982)

Discover and enhance the different aptitudes and interest of students in order to equip them with skills for productive endeavour and or to prepare them for tertiary schooling.
(Bilboa 2008:27)

Batas Pambansa Blg. 232

 Batas Pambansa Blg. 232 provides the establishment and maintenance of an integrated system of education. In accordance with Section 2 , this act shall apply to and govern both formal and non formal systems of public and private schools in all levels.
(Duka 1999: 73)

The national development goals provided by this act are as follows:

1. Achieve and maintain an accelerating rate of economic development and social progress. 2. Assure the maximum participation of all the Filipino people in the attainment and enjoyment of the benefits of such growth. 3. Achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in the changing world.

It is also stated in Section 3 that:

The state shall promote the right of every individual to relevant quality education, regardless of sex, age , creed, socioeconomic status, physical and mental conditions, racial or ethnic origin, and political or other affiliation. The state shall therefore promote and maintain quality access to education as well as the enjoyment of the benefits of education by all its citizen

DepEd and Basic Education Curriculum

The Department of Education (DepEd), created by virtue of RA 9155 or Basic Education Act of 2001, has been mandated to protect and promote the right of all citizens to quality education and to take appropriate steps to make such education accessible to all..

 In this regard, the DepEd has to establish maintain and support a complete, adequate and integrated system of free and compulsory public education in the elementary level; and free and public education in the high school. The DepEd will likewise take cognizance of the regional and sectoral needs and conditions and will encourage local planning in crafting education policies and programs

DepEd Vision, Mission and Objectives

As a social organization, DepEd is enlisted to educate the Filipino children and the youth by adopting a pro-active stance via creativity and innovativeness of initiating new ideas and demonstrating adequate competencies to put them into the teaching and learning level of teachers and learners, respectively.

DepEd Vision, Mission and Objectives

The vision, mission and objectives clearly convey the direction and the strategies that DepEd would pursue in making the learners and stakeholders acquire better understanding knowledge and competencies; and strengthen their character in search for a better life.

Vision:
The DepEd envisions that every learner to be functionally literate, shall be equipped with life-long skills, the appreciations of the arts and sports and imbued with the desirable values of a person who is Makabayan, Makatao, Makakalikasan at MakaDiyos.

Mission
In line with the vision, the DepEd mission is to provide quality basic education that is equitably accessible to all and to lay the foundations for life-long learning and service for the common goals.

Objectives:
The objectives of the basic education can be gleaned from the Education Act (BP232) are as follows:

Elementary Education
The objectives of elementary education can be stated as: acquire knowledge and develop skills and attitudes, and values essential for personal development, productive life, constructive engagement with a changing social milieu;

Elementary Education
provide learning experiences that increase the child awareness of and the responsiveness to the just demand of the society; and promote and intensify awareness of identification with and love for our own nation and the community to which the learners belong

Secondary Education
As regard this level of education, the objectives can be spelled out as: continue the general education started in the elementary; prepare learners for college; and prepare learners for the world of work.

Non Formal Education

This part of the basic education has these objectives for the intended learners, viz; eradicate illiteracy and raise the levels of functional literacy of the population; provide an alternative means of learning and certification for out-of-school youth and adult; and

Non Formal Education

develop among learners the proper
values, attitudes and knowledge to enable them to think critically and act creatively for personal, community and national development.