ALICNAS, TRISHA MAE F.

JULY 13, 2021

BSED-1B PROF ED 105
Explore the Web
Search ONE outstanding personality in the cluster of Curriculum Foundations who contributed to curriculum
development. Write their biographies. You may find other persons not included in the list given in this lesson.

Cluster 1: Philosophical Foundation

Cluster 2: Psychological Foundations
Cluster 3: Historical Foundations
Cluster 4: Sociological Foundations

Scoring Guide :
Content (6 pts x 4 ) = 24
References = 6
Total = 30
CLUSTER 1: PHILOSOPHICAL FOUNDATION
JEAN-JACQUES ROUSSEAU
Jean-Jacques Rousseau, (born June 28, 1712, Geneva,
Switzerland—died July 2, 1778, Ermenonville, France),
Swiss-born philosopher, writer, and political theorist whose
treatises and novels inspired the leaders of the French
Revolution and the Romantic generation.

Rousseau was the least academic of modern philosophers and

in many ways was the most influential. His thought marked
the end of the European Enlightenment (the “Age of
Reason”). He propelled political and ethical thinking into
new channels. His reforms revolutionized taste, first in
music, then in the other arts. He had a profound impact on
people’s way of life; he taught parents to take a new interest
in their children and to educate them differently; he furthered
the expression of emotion rather than polite restraint in
friendship and love. He introduced the cult of religious
sentiment among people who had discarded religious dogma.
He opened people’s eyes to the beauties of nature, and he
made liberty an object of almost universal aspiration.
CLUSTER 2: PSYCHOLOGICAL FOUNDATION
JEAN PIAGET
Jean Piaget, (born August 9, 1896, Neuchâtel, Switzerland—
died September 16, 1980, Geneva), Swiss psychologist who
was the first to make a systematic study of the acquisition of
understanding in children. He is thought by many to have
been the major figure in 20th-century developmental
psychology.

Piaget’s early interests were in zoology; as a youth he

published an article on his observations of an albino sparrow,
and by 15 his several publications on mollusks had gained
him a reputation among European zoologists. At the
University of Neuchâtel, he studied zoology and philosophy,
receiving his doctorate in the former in 1918. Soon afterward,
however, he became interested in psychology, combining his
biological training with his interest in epistemology. He first
went to Zürich, where he studied under Carl Jung and Eugen
Bleuler, and he then began two years of study at the
Sorbonne in Paris in 1919.
CLUSTER 3: HISTORICAL FOUNDATION
 HILDA TABA
Hilda Taba, (born December 7, 1902, Kooraste, Russian
Empire [now Estonia]—died July 6, 1967, Burlingame,
California, U.S.), Estonian-born American educator, who is
considered one of the most-significant contributors to the
fields of intergroup education and curriculum design.

As a child, Taba attended the elementary school where her

father was the schoolmaster. After completing her
undergraduate studies in 1926 at the University of Tartu in
Estonia, where she majored in history and education, Taba
moved to the United States and began postgraduate studies at
Bryn Mawr College, where she received an M.A. in 1927. In
1932 she received a doctoral degree at Teachers College,
Columbia University, where William H. Kilpatrick oversaw
her work. She also studied with the philosopher John Dewey,
whose thought was influential in her later work. Unable to
secure a job in Estonia, Taba became a teacher of German in
1933 at the Dalton School, in New York City. The Dalton
School was at the time involved in the Eight-Year Study, an
investigation into alternative curricula and new practices in
areas such as student testing and teacher development. Taba’s
participation brought her together with the study’s research
director, Ralph Tyler, who hired her as part of his research
team at Ohio State University. In 1939 she became the
director of the curriculum laboratory at the University of
Chicago, which she headed until 1945.
CLUSTER 4: SOCIOLOGICAL FOUNDATION
JOHN DEWEY
John Dewey, (born October 20, 1859, Burlington, Vermont,
U.S.—died June 1, 1952, New York, New York), American
philosopher and educator who was a cofounder of the
philosophical movement known as pragmatism, a pioneer in
functional psychology, an innovative theorist of democracy,
and a leader of the progressive movement in education in the
United States.

Dewey graduated with a bachelor’s degree from the

University of Vermont in 1879. After receiving a doctorate in
philosophy from Johns Hopkins University in 1884, he began
teaching philosophy and psychology at the University of
Michigan. There his interests gradually shifted from the
philosophy of Georg Wilhelm Friedrich Hegel to the new
experimental psychology being advanced in the United States
by G. Stanley Hall and the pragmatist philosopher and
psychologist William James. Further study of child
psychology prompted Dewey to develop a philosophy of
education that would meet the needs of a changing
democratic society. In 1894 he joined the faculty of
philosophy at the University of Chicago, where he further
developed his progressive pedagogy in the university’s
Laboratory Schools. In 1904 Dewey left Chicago for
Columbia University in New York City, where he spent the
majority of his career and wrote his most famous
philosophical work, Experience and Nature (1925). His
subsequent writing, which included articles in popular
periodicals, treated topics in aesthetics, politics, and religion.
The common theme underlying Dewey’s philosophy was his
belief that a democratic society of informed and engaged
inquirers was the best means of promoting human interests.