THREE CATEGORIES OF SOURCES OF CURRICULUM Four Basic Principles

1. Purposes of the school.

1. Studies of learners and learning theory (Psychology)
2. Educational experiences related to the purposes.
2. Studies of life (Sociology and Anthropology)
3. Organization of the experiences
3. Studies of the nature and value of knowledge (Philosophy)
4. Evaluation of the experiences

Tyler’s Rationale: Fundamental Questions in Developing

MAJOR FOUNDATIONS OF CURRICULUM Curriculum
1. What educational purposes should the school seek to
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM attain?
 Philosophy provides educators, teachers and curriculum makers 2. What educational experiences can be provided that are
with FRAMEWORK for planning, implementing and evaluating likely to attain these purposes.
curriculum schools. 3. How can these educational experiences be effectively
organized?
 It helps in answering what school are for, what subjects are
important, how students should learn and what materials and 4. How can we determine whether these purposes are
being attained or not?
methods should be used.
 In decision making, philosophy provides the starting points and will
be used for the succeeding decision making.
 The philosophy of a curriculum planner, implementer or evaluator The Tyler Model of Curriculum Design
reflects his or her life experiences, common beliefs, social and 1. The nature and structure of knowledge
economic background and education. 2. The needs of society
3. The needs of the learner
THE TWO MODELS ON CURRICULUM DEVELOPMENT
 RALPH W. TYLER
 The best or one of the best known models for curriculum The FIVE CRITERIA in selecting educational purposes
developments with special attention to planning phases is Ralph W. 1. Studies of learners
Tyler’s in his classic little book, Basic Principles of Curriculum and 2. Suggestions from Subject Specialist
Instruction. 3. Studies of Contemporary Life
 He argued that curriculum development should be logical and 4. Use of Psychology of Learning
systematic. 5. Use of Philosophy
 He presents a process of curriculum development that follows a
sequential pattern starting from selecting learning experiences,
organizing learning experiences and evaluation.
  HILDA TABA FOUR EDUCATIONAL PHILOSOPHIES
 Linear Model/ Grassroots Approach
1. PERENNIALISM
 She improved Tyler’s Rationale by making a linear model.
 Aim of Education
 She believed that teachers who teach or implement the curriculum  To educate the rational person;
should participate in developing it.  To cultivate the intellect.
 An inductive approach to curriculum development, starting with  Role of Education
specifics and building up to a general design.  Teachers helps students think with reason
 She took what is known as a grass-roots approach to curriculum
 Focus in the Curriculum
development.
 Classical subjects, literary analysis and curriculum is constant.
 She argued that curriculum development should follow a logical and  Curriculum Trends
sequential process.  Use of great books and return to liberal arts.
 She believed that the curriculum, should be designed by the  Reading
teachers rather than handed down by higher authority.  History, great books, philosophies
 She felt that teachers should begin the process by creating teaching-  Books from the past
learning units for their students in their schools rather initially in
creating a general curriculum design 2. ESSENTIALISM
 She presented seven major steps to her model where teachers  Aim of Education
could have major input.  T0 promote the intellectual growth of the individual and
The SEVEN major steps: educate a competent person.
 Role of Education
1. Diagnosis of learner’s needs and expectations of the larger  The teacher is the sole authority in his or her subject area or
society. field of specialization.
2. Formulation of learning objectives.  Focus in the Curriculum
3. Selection of learning content  Essential skills of the 3R’s and essential subjects of English,
4. Organization of learning experiences Science, History, Math and Foreign Language.
5. Selection of learning experiences  Curriculum Trends
6. Organization of learning activities  Excellence in education, back to basics and cultural literacy.
7. Determination of what to evaluate and the means of doing it.  3R’s
 Going back to the basics
 Drills and teacher’s centered
3. PROGRESSIVISM HISTORICAL FOUNDATIONS OF CURRICULUM
 Aim of Education
CURRICULUM THEORIST
 To promote democratic and social living
 Role of Education 1. Franklin Bobbit
 Knowledge leads to growth and development of lifelong  1876 – 1956
learners who actively learn by doing  Presented curriculum as a science that emphasizes on students’
 Focus in the Curriculum need.
 Subjects are interdisciplinary, integrative and interactive  Curriculum prepares for adult life.
 Curriculum is focus on student’s interest, human problem and 2. Werret Charters
affairs.  1875 – 1952
 Curriculum Trends  Considered curriculum also as a science which is based on
 School reforms, relevant and contextualizes curriculum, students’ need and the teachers plan the activities.
humanistic education. 3. William Kilpatrick
 Learning by doing  1871 – 1965
 Student centered  Viewed curriculum as purposeful activities which are child –
centered.
 The purpose of the curriculum is child development and growth.
4. RECONSTRUCTIONISM 4. Harold Rudd
 Aim of Education  1886 – 1960
 To improve and reconstruct the society  Curriculum should develop the whole child.
 Education for change  He emphasized social students in the curriculum and the
 Role of Education teacher plans the lesson in advance.
 Teachers act as agent of change and reform in various 5. Hollis Caswell
educational projects including research.  1901 – 1989
 Focus in the Curriculum  Sees curriculum as organized knowledge and earner’s interests.
 Focus on present and future trends and issues of national and 6. Ralph Tyler
international interests.  1902 – 1994
 Curriculum Trends  Believes that curriculum is a science and an extension of
 Equality of educational opportunities in education; access to school’s philosophy.
global education
 Education for change
 Focus on present issues and trends
PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM
Psychology provides a basis for the teaching and learning process. It unifies  Cognitive Development Stages
the elements of the learning process and some of the questions which can  Jean Piaget
be addressed by psychological foundations of education.  Social Constructivism
 Lev Vygostsky
 Multiple Intelligences
1. BEHAVIORIST PSYCHOLOGY  Howard Gardner
 Consider that learning should be organized in order that  Learning Styles
students can experience success in the process of mastering the  Fielder and Silverman
subject matter  Emotional Intelligences
 Method is introduces in a step by step manner with proper  Daniel Goleman
sequencing of task which is viewed by other educational
psychologist as simplistic and mechanical.
3. HUMANISTIC PSYCHOLOGY
 Connectionism  Humanist psychologist are concerned with how learners can
 Edward Thorndike (which influenced Tyles and Taba, the well- develop their human potential; the process not the products;
known curricularists) personal needs not the subject matter; psychological meaning
 Classical Conditioning and environmental situations.
 Ivan Pavlov
 Operant Conditioning
 B.F Skinner  Gestalt Theory
 Modeling and Observation Theory  Where learning can be explained in terms of wholeness of the
 Albert Bandura problem and where environment is changing and the learning is
 Hierarchical Learning continuously recognizing his/her perception.
 Robert Gagne  Abraham Maslow
 Theory of human needs for self-actualizing person
 Carl Roger
2. COGNITIVE PSYCHOLOGY  Non- directive lives
 To the cognitive theorists, learning constitutes a logical method
for organizing and interpreting learning.
 Learning is rooted in the tradition of subject matter and is In Summary, psychology has great influence in the curriculum. Learners are
similar to the cognitive development theory. not machined and the mind is not a computer. Humans are biological being
 Teachers used a lot of problem and thinking skills in teaching affected by their biology and culture.
and learning.
 These exemplified by practices like reflective thinking, creative The psychological foundations will help curriculum makers in nurturing a
thinking, intuitive thinking, discovery learning and many more. more advanced, more comprehensive and complete human learning.