Curriculum Theories and Philosophies Overview

The Teacher and the School Curriculum

• Objectives include discussing the definition, principles, and concepts governing curriculum development
• Another objective is analyzing curricula that shaped Philippine education.

Curriculum as a Concept

• Curriculum encompasses all experiences children have under teacher guidance (Caswell and Campbell).
• It also refers to experiences designed to foster self-realization through active participation in school (Shepherd & Ragan).
• A curriculum is a learning plan encompassing strategies for achieving desired goals or ends (Tyler, Taba). It includes a set of learning opportunities for individuals, whereby learning objectives determine essential learning (G. Saylor).
• Curriculum is structured with intended learning outcomes, including knowledge, skills, and values (Dewey).
• Curriculum involves acquiring specific knowledge, skills, and values which teachers transmit to students to prepare them for adulthood (Scott and Gough). It is an organized set of formal education and/or training intentions (Pratt).
• Curriculum is a field of study in itself with its own foundation, domains of knowledge, research, theories, and principles, and specialists to interpret this knowledge (Mc Neill, Schubert, and Tanners).
• Curriculum can be a list of subjects, representing permanent or traditional subjects offered in schools (mathematics, language, science, music, arts, etc.).
• Curriculum also includes learning experiences from curricular and co-curricular activities, encompassing those encountered both inside and outside the school environment. This includes hidden curriculum, encompassing things learned through student, peer, faculty, staff experiences, and school programs, essentially encompassing school culture.
• Curriculum can also be viewed as a discipline with its own principles, theories, and practices or as subject matter, a series of topics under each subject area.
• Curriculum can be seen as intended learning outcomes, a list of learning competencies or standards that students should learn in school. It can also be viewed as planned learning experiences encompassing documents that contain contents, objectives, or general ideas of what students should know in specific or general education disciplines.
• Curriculum may be ideal or recommended, representing what scholars suggest as most appropriate for learners. Different organizations and universities often offer curriculum innovations.

Different Types of Curriculum

• Intended, official, or written curriculum refers to officially approved state curriculum guides. Examples include Kindergarten Curriculum Standards, K-12 Curriculum, CHEd Curriculum for General Education (Memorandum Order No. 20, Series of 2013), and TESDA Modules and Competencies.
• Implemented curriculum refers to the actual implementation of a curriculum, wherein teachers adapt and improve the curriculum based on student needs and current subject matters. Academic freedom among faculty may influence this.
• Achieved curriculum relates to the result of what students actually learned in school; this reveals learner acquisition and educational success in achieving curriculum objectives.
• Tested curriculum involves assessing learning through teacher-made classroom tests, curriculum-referenced tests, or standardized tests.
• Entitlement curriculum pertains to what society expects learners to acquire in education to become good citizens.
• Supported curriculum refers to the resources allocated for supporting, implementing, and developing an official curriculum.
• Null or censored curriculum refers to contents and topics that are not to be taught to students.
• Hidden curriculum refers to the various skills, knowledge, and attitudes students acquire through interacting with peers, staff, and faculty members in school. It significantly shapes school culture.

Major Types of Curriculum

• Subject-centered curriculum focuses on mastery of subject matter, emphasizing well-structured content, amount to be covered, and a set of established standards. Learning sequences are in step-by-step patterns or lecture formats.
• Learner-centered curriculum emphasizes all-around growth for all types of learners by tailoring subject matter based on specific learner needs and interests. Cooperative control from learners, parents, and teachers are included in this type of curriculum.
• Problem-centered curriculum emphasizes problem-solving processes focused on social relations through life-situations, social problems, and activities.

Designs and Patterns of Subject-Centered Curriculum

• Discipline design focuses on the unique methodologies scholars use to study specific subject matter.
• Correlated design links separate subject matter to reduce fragmentation.
• Broad field or interdisciplinary design encompasses broad subject matters.

Designs and Patterns of Learner-Centered Curriculum

• Child-centered design anchors the curriculum on the specific needs and interests of the child.
• Experience/Activity experiences of learners become the starting point of the curriculum.
• Humanistic design emphasizes the development of self.

Designs and Patterns of Problem-Centered Curriculum

• Life-situations design organizes curriculum content to enable learners to comprehend the issues related to specific problems.
• Process-oriented design emphasizes personal attributes and skills in relation to self, others, and society.

Foundations of Curriculum

• Philosophical Foundations: This looks at the underlying principles and beliefs impacting curriculum development and focuses on metaphysical, epistemological, logical, axiological, and other aspects.
• Sociological Foundations: Curriculum is shaped by social factors and societal changes; the role of society, culture, and community is critical.
• Historical Foundations: Curriculum evolves through time reflecting societal changes, educational philosophy, and educational objectives. It looks at the effects of laws, funding, policies, moral values, research interests, and cultural traditions.
• Psychological Foundations: The nature of the learner and learning process in relation to curriculum development.

Curriculum Conceptions

• Academic conception, considered the oldest, focuses on the importance of different established subject areas (knowledge and discipline).
• Rationalist conception is closely tied to academic.
• Cognitive conception involves developing a repertoire of cognitive abilities applicable in many intellectual situations; subject matter serves as instruments for developing skills.
• Humanistic conception accentuates individual development, emphasizing individuals' unique identities, and focusing on individual needs and interests.
• Social reconstructionist conception emphasizes the role of schools as agents for social change by responding to societal needs, problems, issues, and demands.
• Technological conception is concerned with the development of methods, strategies, principles of teaching for achieving educational goals, involving a systems approach to examine school systems into constituent components.
• Eclectic conception integrates multiple curriculum conceptions due to the influence of several considerations.

Elements of a Curriculum

• Curriculum Intent is the direction of curriculum by developers. It includes aims, goals, and educational objectives.
• Aims describe intended broad educational and social expectations.
• Goals are more specific than aims focusing on concepts, skills, and values.
• Objectives are specific learning outcomes for concepts, skills, and values.
• Learning Experiences encompass various relevant instructional strategies, methods, and approaches for curriculum implementation and teaching content.
• Evaluation encompasses tools and methods to assess whether curriculum intents are fulfilled and learner performance after engaging in the curriculum.

This quiz explores various curriculum theories including subject-centered, learner-centered, and problem-centered approaches. It delves into the characteristics, origins, and guiding principles associated with Idealism, Realism, and Pragmatism in education. Test your understanding of these fundamental educational concepts.