Philosophical Foundations of Curriculum PDF

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM EDUCATIONAL AIMS TO ROLES OF FOCUS IN CURRICULU PHILOSOPHIES EDUCATE EDUCATIO THE M TRENDS N CURRICULU...

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM EDUCATIONAL AIMS TO ROLES OF FOCUS IN CURRICULU PHILOSOPHIES EDUCATE EDUCATIO THE M TRENDS N CURRICULU M PERENNIALISM To educate Teachers Classical Use of great the rational help subjects, books and person; to students literary return to cultivate the think with analysis and liberal arts. intellect reason. curriculum is constant ESSENTIALISM To promote The teacher Essential Excellence in the is the sole skills of the Education, intellectual authority in 3R’s and back to basics growth of the his or her essential and cultural individual subject area subjects of literacy. and educate or field of English, a competent specializatio Science, person. n. History, Math and Foreign Language. PROGRESSIVISM To promote Knowledge Subjects are School democratic leads to interdisciplinar reforms, and social growth and y, integrative relevant and living. development and contextualize Curriculum of lifelong interactive. d curriculum, Trends – learners Curriculum is humanistic School actively learn focused on education. reforms, by doing. student’s relevant and interest, contextualize human d curriculum, problems and humanistic affairs education. RECONSTRUCTIVIS To improve Teachers act Focus on the Equality of M and as agents of present and educational reconstruct change and future trends opportunities society reform in and issues of in education, various national and access to  education for educational international global change. projects interests. education. including research. HISTORICAL-SOCIOLOGICAL FOUNDATIONS OF CURRICULUM FAMOUS CURRICULUM THEORISTS FRANKLIN BOBBIT (1876- believes that the learning objectives, together with 1956) the activities, should be grouped and sequenced emphasizes the needs of the students. WERRET CHARTERS (1875- Aside from emphasizing the students’ needs, he 1952) believes that the objectives, along with the corresponding activities, should be aligned with the subject matter or content. WILLIAM KILPATRICK (1871- For him, the purpose of curriculum is child 1965) development, growth, and social relationship. He also introduced the use of small group interaction, and the project method in which the teacher and students plan together. Thus, it is called as the child-centered curriculum. He introduced the concept of the development of HAROLD RUGG (1886-1960) the whole child, the inclusion of social studies, and the importance of curriculum planning in advance. HOLLIS CASWELL (1901- HOLLIS CASWELL (1901-1989) 1989) He believes that subject matter is developed around the interest of the learners and their social functions. So, the curriculum is a set of experiences. Learners must experience what they learn. RALPH TYLER (1902-1994) And as to the hallmark of curriculum development as a science, Ralph Tyler believes that curriculum should revolve around the students’ needs and interests. The purpose of curriculum is to educate the generalists and not the specialists, and the process must involve problem solving.  PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM BEHAVIORISM Education in the Edward Thorndike – 20th century was dominated Connectionism by behaviorism. The mastery of the subject Ralph Tyler & Hilda Taba – Well- matter is given more known Curricularists emphasis. So, learning is Ivan Pavlov – Classical organized in a step-by-step Conditioning process. The use of drills and repetition are B.F. Skinner – Operant common. For this reason, Conditioning many educational Albert Bandura – Modeling and psychologists viewed it Observation Theory mechanical and routine. Robert Gagne (1987) five learning outcomes which includes: Intellectual skills or knowing how Information or knowing what Cognitive strategies or learning skills Motor skills Attitudes COGNITIVISM Cognitive theorists focus Jean Piaget –Cognitive on how individuals process Development Stages information, monitor and manage their thinking. Lev Vygotsky – Social Constructivism Howard Gardner – Multiple Intelligence Felder and Silverman – Learning Styles Daniel Goleman – Emotional Intelligence HUMANISM.In this theory, curriculum is Gestalt after the process, not the Abraham Maslow, theory product; focuses on Carl Roger Theory personal needs, not on the They concerned with the subject matter; and development of human potential. clarifying psychological meanings and  environmental situations. In short, curriculum views founded on humanism posits that learners are human beings who are affected by their biology, culture, and environment. They are neither machines nor animals. CONSTRUCTIVISM It is the psychological foundation which believe that the learner actively constructs his or her own understandings of reality through interaction with objects, events and people in the environment and reflecting on those interactions. Learners are not passive recipients of information but are active agents engaging in constructing their own knowledge. LEGAL FOUNDATIONS OF CURRICULUM The Philippine The The The Educational Act of 1994 Constitution of 1987 Educational Educational Decree 6-A Act of 1982 Article XIV: Education, This decree It was The Commission on Science and shall be known an act provid Higher Education (CHED) Technology, Arts,as the ing for the was established by virtue of Culture and Sports Educational establishme Republic Act No. 7722 states that: Development nt and otherwise known as the Quality education Decree of maintenance Higher Education Act of accessible to all. 1972 which of an 1994, which was signed into emphasized integrated law on May 18, 1994. The Complete, adequate, the following: system creation of the Commission and integrated relevant of education. abolished the Bureau of education. To... In Higher Education, and strengthen accordance confined the jurisdiction of  FREE public national with Section the Department of Education education in the consciousness 2, (DepEd) to elementary and elementary and high and promote this act shall secondary levels of school levels. desirable apply to and education. The CHED is cultural values govern both under the Office of the Elementary in a changing formal and President. It covers both education is world. non- formal public and private higher COMPULSORY for all Respond system in educational institutions as children of school age. effectively to public and well as the degree granting Scholarship changing private programs in all programs to deserving needs and schools in all postsecondary educational students especially to conditions of levels of the institutions. Pursuant to the underprivileged. the nation entire educat Republic Act No. 7722, the through a ional system. CHED is mandated to: Non-formal, system informal and of educational promote quality education indigenous learning planning and systems. evaluation. broaden access to higher education Training in civics, vocational efficiency, protect academic freedom and other skills to for continuing intellectual adults, the disabled, growth and and out-of-school ensure advancement of youth. learning and research.