Curriculum Definition and Origins

Curriculum Definition and Origins

• Curriculum is considered to be the totality of learning experiences for individuals.
• "Curriculum" originates from the Latin word "currere," meaning "to run."
• According to Robert M. Hutchins, the curriculum is fragmentary, elusive, and confusing.
• Arthur Bestor believes that the curriculum's mission should focus on strengthening intellectual training.
• John Dewey emphasizes the importance of a curriculum that encompasses all of an individual's learning experiences.

Curriculum Conceptions

• Academic Rationalist Conception: Emphasis on different bodies of knowledge as the core of curriculum.
• Cognitive Processes Conception: Focuses on developing cognitive skills applicable to intellectual problem-solving.
• Humanistic Conception: Aims to foster the complete development of individuals' potential.
• Social Reconstructionist Conception: Views the school as an agent of societal change.
• Technological Conception: Emphasizes adapting to societal needs and issues.
• Eclectic Conception: Integrates concepts from multiple curriculum conceptions.

Curriculum Types

• Subject-Centered Curriculum: Emphasizes mastery of subject matter through structured content and standards.
• Experience/Learner-Centered Curriculum: Centers on learners' interests, integrated content, and problem-solving skills.
• Society/Culture-Based Curriculum: Focuses on social issues, problem-solving, and human relationships.

Curriculum Categories

• Written Curriculum: Formally documented and written educational plans.
• Taught Curriculum: How teachers actually implement the curriculum, which may vary across institutions.
• Supported Curriculum: Resources like textbooks, computers, and other aids used to facilitate teaching and learning.
• Assessed Curriculum: Methods used to evaluate student learning (e.g., quizzes, tests).
• Concomitant Curriculum: Learning experiences outside of formal education, including family values and morals.
• Societal Curriculum: The extensive informal education system encompassing various socializing forces.

Philosophical Foundations of Curriculum

• Idealism (Plato): Emphasizes the importance of mind and spirit, aiming to develop these aspects within the learner.
• Realism (Aristotle): Belief that reality is based on verifiable facts and truths.
• Pragmatism (W. James, Dewey, Rousseau): "Learning by doing" is a central principle.
• Existentialism (Kierkegaard, Marcel, Sartre): Focuses on the individual's quest for meaning in life and emphasizes self-awareness.

Curriculum Development: Historical Perspective

• Spanish Government Period (1521-1869): Compulsory education emphasized Christianity, the Spanish language, and Spanish culture.
• American Government Period (1898-1935): The curriculum promoted democracy, separation of church and state, and Westernization.
• Commonwealth Period (1935-1946): English served as the primary language of instruction. Filipino teachers played a key role in curriculum development.
• Japanese-Devised Curriculum (1941-1944): Aimed to eliminate American influence.
• Philippine Republic (1946-Present): Emphasizes cultural appreciation, heritage preservation, character development, bilingualism, and specialization.
• Educational Development Decree of 1972: A significant marker in the evolution of Philippine curriculum, issued by President Ferdinand E. Marcos.

Psychological Foundations of Curriculum

• Connectionism (Edward Thorndike): Learning through associations between stimuli and responses.
• Behaviorism in Education: Learning occurs through interactions with the environment.
• Operant Conditioning: Employing rewards and punishments to influence behavior.
• Gagné's Learning Outcomes: Classified into three domains, with five categories of learning: intellectual skills, cognitive strategy, verbal information, motor skills, and attitude.
• Theory of Social Constructivism: Learning is a collaborative process through social interactions and the guidance of others.
• Goleman's EQ Theory: Comprises five core components related to emotional intelligence.

Curriculum Components and Practices

• Educational Objectives: Specific goals for each learner.
• Domains of Learning (Krathwohl):
  • Cognitive Domain: Knowledge, understanding, application, analysis, synthesis, and evaluation.
  • Affective Domain: Receiving, responding, valuing, organizing, and characterizing.
  • Psychomotor Domain (Simpson): Perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
• Curriculum Specialists' View of Content: Accumulated discoveries and inventions.
• Communication Arts: Covers listening, speaking, reading, writing, and language use.
• Teaching Methods: Aim to develop cognitive, affective, psychomotor, social, and spiritual domains.
• Curriculum Evaluation (Worthen and Sanders, 1987): Emphasis on evaluation to ensure alignment with goals and intended outcomes.
• Discipline in Curriculum (Joseph Schwab): Discipline as the primary source of curriculum content.
• Curriculum as Experiences (Caswell and Campbell): All experiences contribute to learning.
• Teachers' Role in Curriculum Planning (Marsh and Willis): Teachers are responsible for planning and enacting classroom learning experiences.
• Curricula as Sets of Objectives: Focusing on establishing specific educational goals and objectives.

Explore the multifaceted nature of curriculum and its historical origins. This quiz delves into various curriculum conceptions and the contributions of influential educators like Hutchins, Bestor, and Dewey. Test your knowledge on the definitions and frameworks that shape educational practices.