Republic of the Philippines

Dr. Emilio B. Espinosa, Sr. Memorial State College Of Agriculture And Technology
( Masbate State College)
COLLEGE OF EDUCATION
Cabitan, Mandaon, Masbate

Module 2
The Teacher as Knower of Curriculum

Objectives:

1. Define the curriculum from different perspectives

2. Describe the nature and scope of curriculum
3. Describe the different approaches to school curriculum
4. Explain by examples how the approaches clarify the definition of curriculum
5. Explain and summarize the curriculum development process and models
6. Describe the foundations of curriculum development.
7. Explain how each foundation influences the curriculum development

Module Overview:

Module 2 describes the school curriculum in terms of its definition, its nature and scope, which
are needed by the teacher as a knower. This module provides a wider perspective for the teachers about
the curriculum, in terms of curriculum approach, curriculum development process, some curriculum
models and the foundations upon which curriculum is anchored.

Learning Content:

1. The School Curriculum: Definition, Nature and Scope

2. Approaches to the School Curriculum
3. Curriculum Development: Processes and Models
4. Foundations of Curriculum

LESSON 1 The School Curriculum: Definition, Nature and Scope

ACTIVITY

Choose one headline from the following and write a one-page reaction paper to discuss it.

1. “Philippine Shifts to K to 12 Curriculum”

2. “Nature Deficit Syndrome on the Rise among School Children”

3. “Teachers are Reluctant to Teach Beyond the Written Curriculum”

4. “Co-curricular Activities: Learning Opportunities or Distraction?”

5. “Parents Get Involved in School Learning”

ANALYSIS

1. What can you say about these headlines?

2. Do these reflect what are going on in our schools? Why?

3. Should the public know and be in the schooling of their citizens? Why?

4. What are the implications of each headline to the classroom curriculum?

ABSTRACTION

The School Curriculum: Definition, Nature and Scope

 Each member of society seems to view school curriculum differently, hence there are varied
demands on what schools should do and what curriculum should be taught.
 Some would demand reducing content and shifting emphasis to development of lifelong skills.

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  Others feel that development of character has been placed at the back seat of some schools.
 More debates are emerging on the use of languages in the classroom. Should it be mother
tongue, the national language or the global language?

Curriculum comes from the Latin word currere referring to the oval track upon which the Roman chariots
raced. The New International Dictionary defines curriculum as the whole body of a course in an
educational institution or by a department while the Oxford English Dictionary defines curriculum as
courses taught in schools or universities.

Curriculum means different things to different people. Sometimes, educators equate curriculum with the
syllabus while a few regard it as all the teaching-learning experiences which the student encounters in
school. Numerous definitions indicate dynamism which connotes diverse interpretations as influenced by
modes of thoughts, pedagogies, philosophies, political as well as cultural perspectives.

Some Definitions of Curriculum

 Curriculum is planned and guided set of learning experiences and intended outcomes, formulated
through the systematic reconstruction of knowledge and experiences under the auspices of the
school, for the learner’s continuous and willful growth in personal social competence. (Daniel
Tanner, 1980)
 It is a written document that systematically describes goals, plans, objectives, content, learning
activities, evaluation procedures and so forth. (Pratt 1980)
 The contents of a subject, concepts and tasks to be acquired, planned activities, the desired
learning outcomes and experiences, product of culture and an agenda to reform society make up
a curriculum. (Schubert, 1987)
 A curriculum includes “all the experiences that individual learners have in a program of education
whose purpose is to achieve broad goals and related specific objectives, which is planned in
terms of a framework of a theory and research or past and present professional practice”. (Hass,
1987)
 It is a programme of activities (by teachers and pupils) designed so that pupils will attain so far as
possible certain educational and other schooling ends or objectives. (Grundy, 1987)
 It is a plan that consists of learning opportunities for a specific time frame and place, a tool that
aims to bring about behaviour changes in students as a result of planned activities and includes
all learning experiences received by students with the guidance of the school. (Goodland and Su,
1992)
 It provides answers to three questions: 1.What knowledge, skills and values are most worthwhile?
2.Why are they most worthwhile? 3. How should the young acquire them? (Cronbeth, 1992)

Some Points of View of Other Curricularists

 Since the concept and meaning of curriculum are shaped by a person’s point of view, this has
added to fragmentation, and some confusion. However, when put together, the different
definitions from diverse points of view, would describe curriculum as dynamic and perhaps ever
changing.
 Points of view about the curriculum can either be traditional or progressive according to the
person’s philosophical, psychological and even physiological orientations.

Curriculum from Traditional Points of View

 The traditional points of view of education were advanced by Robert Hutchins, Arthur Bestor and
Joseph Schwab.

1. Robert M. Hutchin views curriculum as “permanent studies” where rules of grammar, reading,
rhetoric, logic and mathematics for basic education are emphasized. The 3Rs (Reading, Writing,
‘Rithmetic) should be emphasized in basic education while liberal education should be the
emphasis in college.
2. Arthur Bestor as an essentialist believes that the mission of the schools should be intellectual
training, hence curriculum should focus on the fundamental intellectual disciplines of grammar,
literature and writing. It should include mathematics, science, history and foreign language.

3. Joseph Schwab thinks that the role source of curriculum is a discipline thus the subject areas
such as Science, Mathematics, Social Studies, English and many more. In college, academic
disciplines are labelled as humanities, sciences, languages, mathematics among others. He
coined the word disciplines as a ruling doctrine for curriculum development.

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 4. Philip Phenix asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.

 Collectively from the traditional point of view of theories like Hutchins,Schwab, Bestor and Phenix,
curriculum can be defined as a field of study.
 Curriculum is highly academic and is concerned with broad historical, philosophical, psychological
and social issues.
 From a traditional view, curriculum is mostly written documents such syllabus, course of study,
books and references where knowledge is found but is used as a means to accomplish intended
goals.

Curriculum from the Progressive Points of View

1. John Dewey believes that education is experiencing. Reflective thinking is a means that unifies
curricular elements that are tested by application.
2. Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under
the guidance of teachers.
3. Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence
of potential experiences set-up in school for the purpose of disciplining children and youth in
group ways of thinking and acting.
4. Colin Marsh and George Willis also viewed curriculum as all experiences in the classroom
which are planned and enacted by the teacher and also learned by the students.

Summary

 The nature of curriculum has given rise to many interpretations, depending on a person’s
philosophical beliefs.
 CURRICULUM is what is taught in school, a set of subjects, a content, a program of studies, a
set of materials, a sequence of courses, a set of performances objectives, everything that goes
within the school.
 It is what is taught inside and outside of school directed by the teacher, everything planned by
school, a series of experiences undergone by learners in school or what individual learners
experiences as a result of school.

Reflection Questions:

1. What kind of point of view of curriculum do you believe in the most? Why?
2. What kind of point of view does the Philippine curriculum uses? Why?

APPLICATION

Activity 1

Answer the following questions:

1. What is your own definition of a curriculum?

2. Do you have a traditional view of a curriculum, a progressive view or both? Explain your view
based on your definition.

Activity 2

Differentiate the two (2) points of view of curriculum by filling out the table below.

Traditional Point of View Progressive Point of View

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Activity 3

Label the description / definition on the left with either Traditional (T) or Progressive (P).

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 No. Description T P
1 Teachers are required to teach the book from cover to cover.
2 If the learners can memorize the content, then the curriculum is best.
3 Children are given opportunities to play outdoors.
4 Parents send children to a military type school with rigid discipline.
5 Teachers are reluctant to teach beyond the written curriculum.
6 Prerequisites to promotion for the next grade are skills in reading, writing and
arithmetic only.
7 Teachers provide varied experiences for the children.
8 Learning can only be achieved in schools.
9 It is the systematic arrangement of contents in the course syllabus.
10 Co-curricular activities are planned for all to participate.

ASSIGNMENT

Write a reflection paper on the kind of curriculum that schools have during this pandemic.

Lesson 2 Approaches to the School Curriculum

ACTIVITY

Draw a symbol for curriculum on the box below. Write a short explanation of the symbol drawn.

Explanation:

____________________________________________________________________________________
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ANALYSIS

1. What inspired you to draw the symbol above to represent curriculum?

2. Do you think you classmates will use the same symbol you drew to represent curriculum? Why?
3. Why do people see curriculum differently?
4. Do you think there is only one way of looking at curriculum? Why?

ABSTRACTION

Three ways of approaching a curriculum

1. Curriculum as a Content or Body of Knowledge

2. Curriculum as a Process
3. Curriculum as a Product

CURRICULUM AS A CONTENT

 Common for traditionalist to equate a curriculum as a topic outline, subject matter, or concepts to
be included in the syllabus or books

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  If curriculum is equated as content, then the focus will be the body of knowledge to be transmitted
to students using appropriate teaching method.
 There can be likelihood that teaching will be limited to the acquisition of facts, concepts and
principles of the subject matter; however, the content or subject matter can also be taken as
means of an end.
 All curricula have content regardless of their design or models.
 The fund of knowledge is the repository of accumulated discoveries and inventions of man from
the explorations of the earth and as products of research.
 In most educational setting, curriculum is anchored on a body of knowledge or discipline.

There are 4 ways of presenting the content in the curriculum.

1. Topical Approach, where much content is based on knowledge, and experiences are included.
2. Concept Approach, with fewer topics in clusters around major and sub-concepts and their
interaction, with relatedness emphasized
3. Thematic Approach as a combination of concepts that develop conceptual structures.
4. Modular Approach that leads to complete units of instruction.

Criteria in the selection of content

1. Significance

Content should contribute to ideas, concepts, principles and generalization that should attain the
overall purpose of the curriculum. It is significant if content becomes the means of developing
cognitive, affective or psychomotor skills of the learner. As education is a way of preserving
culture, content will be significant when this will address the cultural context of the learners.

2. Validity

The authenticity of the subject matter forms its validity. Knowledge becomes obsolete with the
fast-changing times. Thus, there is a need for validity check and verification at a regular interval,
because content which may be valid in its original form may not continue to be valid in the current
times.

3. Utility

Usefulness of the content in the curriculum is relative to the learners who are going to use these.
Utility can be relative to time. It may have been useful in the past, but may not be useful now or in
the future. Questions like: Will I use this in my future job? Will it add meaning to my life as a
lifelong learner? Or will the subject matter be useful in solving current concerns?

4. Learnability

The complexity of the content should be within the range of experiences of the learners. This is
based on the psychological principles of learning. Appropriate organization of content standards
and sequencing of contents are two basic principles that would influence learnability.

5. Feasibility

Can the subject content be learned within the time allowed, resources available, expertise of the
teachers and the nature of learners? Are there contents of learning which can be learned beyond
the formal teaching-learning engagement? Are there opportunities provided to learn these?

6. Interest

Will the learners take interest in the content? Why? Are the contents meaningful? What value will
the contents have in the present and future life of the learners? Interest is one of the driving
forces for students to learn better.

Additional guide in the selection of content

 Commonly used in the daily life

 Appropriate to the maturity levels and abilities of the learners
 Valuable in meeting the needs and competencies of the future career
 Related to other subject fields or discipline for complementation and integration

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Basic principle of curriculum content

1. Balance

Content should be fairly distributed in depth and breadth. This will guarantee that significant
contents should be covered to avoid too much or too little of the contents needed within the time
allocation.

2. Articulation

As the content complexity progresses with the educational levels, vertically or horizontally, across
the same discipline, smooth connections or bridging should be provided. This will assure no gaps
or overlaps in the content. Seamlessness in the content is desired and can be assured if there is
articulation in the curriculum.

3. Sequence

The logical arrangement of the content refers to sequence or order. This can be done vertically
for deepening the content or horizontally for broadening the same content. In both ways, the
pattern usually is from easy to complex, what is known to unknown, what is current to something
in the future.

4. Integration

Content in the curriculum does not stand alone or in isolation. It has some ways of relatedness or
connectedness to other contents. Contents should be infused in other disciplines whenever
possible. This will provide a holistic or unified view of curriculum instead of segmentation.
Contents which can be integrated to other disciplines acquire a higher premium than when
isolated.

5. Continuity

Content when viewed as a curriculum should continuously flow as it was before, to where it is
now, and where it will be in the future. It should be perennial. It should endure time. Content may
not be the same form and substance as seen in the past since changes and developments in
curriculum occur. Constant repetition, reinforcement and enhancement of content are all
elements of continuity.

CURRICULUM AS A PROCESS

 Curriculum is not seen as a noun, but as a verb or action.

 It is the interaction among the teachers, students and content.
 As a process, curriculum happens in the classroom as the questions asked by the teacher and
the learning activities engaged in by the students.
 It is an active process with emphasis on the content in which the processes occur.
 Curriculum as a process is seen as a scheme about the practice of teaching.
 It is not a package of materials or syllabus of contents to be covered.
 The classroom is only part of the learning environment where the teacher places actions using
the content to achieve an outcome.
 Hence the process of teaching and learning becomes the central concern of teachers to
emphasize critical thinking, thinking meaning-making and heads-on, hands-on doing and many
others.
 As a process, curriculum links to the content. While content provides materials on what to
 When accomplished, the process will result to various curriculum experiences for the learners.
The intersection of the content and process is called the Pedagogical Content Knowledge. It will
address the question: If you have this content, how will you teach it?
 The content is the substance of the curriculum, how the contents will be communicated and
learned will be addressed by the process.
 To the teachers, the process is very critical. This is the other side of the coin: instruction,
implementation, teaching. These three words connote the process in the curriculum.
 In all of these, there are activities and actions that every teacher and learner do together or
learners are guided by the teacher.
 Some of the strategies are time-tested traditions while others are emerging delivery models.

Guiding Principles In Presenting Curriculum As A Process

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  Curriculum process in the form of teaching methods or strategies are means to achieve the end.
 There is no single best process or method. Its effectiveness will depend on the desired learning
outcomes, the learners, support materials and the teacher.
 Curriculum process should stimulate the learners’ desire to develop the cognitive, affective,
psychomotor domains in each individual
 In the choice of methods, learning and teaching styles should be considered
 Every method or process should result to learning outcomes which can be described as cognitive,
affective and psychomotor
 Flexibility in the use of the process or methods should be considered. An effective process will
always result to learning.
 Both teaching and learning are the two important processes in the implementation of the
curriculum

CURRICULUM AS A PRODUCT

 Besides viewing curriculum as content that is to be transmitted, or process that gives action using
the content, it has also been viewed as a product. In other words, product is what the students
desire to achieve as a learning outcome.
 The product from the curriculum is a student equipped with the knowledge, skills and values to
function effectively and efficiently.
 The real purpose of education is to bring about significant changes in students’ pattern of
behaviour.
 It is important that any statement of objectives or outcomes of the school should be a statement
of changes to take place in the students.
 Central to the approach is the formulation of behavioural objectives stated as intended learning
outcomes or desired products so that content and teaching methods may be organized and the
results evaluated.

APPLICATION

Activity 1

Differentiate the 3 approaches to curriculum by completing the table below.

Curriculum as a Content Curriculum as a Process Curriculum as a Product

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Questions:

1. What approach to curriculum is used in the Basic Education Curriculum? Why do you think so?
2. What approach to curriculum is used by the Commission on Higher Education? Why do you say
so?
3. What approach to curriculum is used in the Technical Vocational Education by TESDA? Why do
you think so?
4. Can curriculum be approached in 2 or 3 ways at the same time? Why?

Activity 2

Match the Concept in Column II with the Choices in Column III. Write the letter of your ANSWER in
Column I.

I. Answer II. Concepts III. Choices

1. Curriculum as way of doing.
2. Authenticity of the content.
3. Curriculum as the subject matter.
4. Fair distribution of the content across the subjects.
5. Curriculum as the outcome of learning.
6. Seamless flow of content vertically or horizontally
in the curriculum.
7. Evidence of successful teaching.
8. Enduring and perennial content from past to future.
9. Allowing the transfer of content to other fields.

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 10. Arranging of contents from easy to difficult.

ASSIGNMENT

Look for a sample curriculum guide in the K to 12 Curriculum. You can choose any grade level and
subject. Evaluate how the content of the subject was constructed following the BASIC principle.
Attach a copy of the curriculum guide to your evaluation.

Guide Questions for evaluating:

1. Are the topics balanced all throughout the grading periods? Was there a grading period with
more topics than the others? Is there a grading period with more difficult topics than the rest?
2. Are the topics articulated from the grade level below and the grade level above? Are there
lessons which are discussed in the grade level below and the grade level above? Are there
similarities of topics in the subject for all grade levels?
3. Were the topics arranged in an appropriate sequence? Were there topics that should have
been taught earlier or later? Were the topics arranged well?
4. Are there integration of topics from other subject areas? What topics in the subjects chosen
are from other subject areas?
5. Can the lessons be continued? Are there lessons that repeat from one grade level to
another?

Lesson 3 Curriculum Development: Processes and Models

ACTIVITY

Construct a graphic organizer on how you think a curriculum is made. Label the parts of your graphic
organizer and write a brief explanation of the process you made.

____________________________________________________________________________________
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____________________________________________________________________________________

ANALYSIS
1. Where do you think does curriculum development start from? Why?
2. What steps / processes / phases are done to create a curriculum?
3. Which step / process / phase do you think is the easiest? Why?
4. Which step / process /phase do you think is the most difficult? Why?

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 5. Who are involved in each step / process / phase? Why?
6. Are teachers important in the process? How are they important?
7. How would you describe the whole curriculum development process?

ABSTRACTION

Curriculum is a dynamic process. In curriculum development, there are always changes that
occur that are intended for improvement. To do this, there are models presented to us from well- known
curricularists like Ralph Tyler, Hilda Taba, Galen Saylor, and William Alexander which would help clarify
the process of curriculum development.

Curriculum Development Process

Curriculum development is dynamic process involving many different people and procedures.
Development connotes changes which is systematic. A change for the better means alteration,
modification or improvement of existing condition. To produce positive changes, development should be
purposeful, planned and progressive. Usually it is linear and follows a logical step- by- step fashion
involving the following phases: curriculum planning, curriculum design, curriculum implementation and
curriculum evaluation.

Generally, most models involve four phases.

1. Curriculum Planning

2. Curriculum Designing

3. Curriculum Implementing

4. Curriculum Evaluating

1. CURRICULUM PLANNING considers the school vision, mission and goals. It also includes the
philosophy or strong educational belief of school. All of these will eventually be translated to classroom
desired learning outcomes for learners.

2.CURRICULUM DESIGNING is the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning outcomes. A curriculum
design will also include the resources to be utilized and the statement of the intended learning outcomes.

3.CURRICULUM IMPLEMENTING is putting into action the plan which is based on the curriculum design
in the classroom setting or the learning environment. The teacher is the facilitator of learning and,
together with the learners, uses the curriculum as design guides to what will transpire in the classroom
with the end in view of achieving the intended learning outcomes. It is where action takes place. It
involves the activities that transpire in every teacher’s classroom where learning becomes an active
process.

4. CURRICULUM EVALUATING determines the extent to which the desired outcomes have been
achieved. This procedure is on-going as in finding out the progress of learning (formative) or the mastery
of learning (summative). This will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and corrective measures,
introduced. The result of evaluation is very important for decision making of curriculum planners, and
implementers.

Curriculum Development Process Model

1. Ralph Tyler Model: Four Basic Principle

2. Hilda Taba Model: Grassroots Approach

3. Galen Saylor and William Alexander Model

Curriculum Development Process Model

1. RALPH TYLER MODEL: FOUR BASIC PRINCIPLE

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 Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning
phase. These is presented in his book Basic Principle of Curriculum and Instruction. He posited four
fundamental principles which are illustrated as answer to the following questions:

I. What education purposes should school seek to attain?

II. What educational experiences can be provided that are likely to attain these purposes?

III. How can these educational experiences be effectively organized?

IV. How can we determine whether these purposes are being attained or not?

Tyer’s model shows that in curriculum development, the following considerations should be
made:

A. Purposes of the school

B. Educational experiences related to the purposes

C. Organization of the experiences

D. Evaluation of the experiences

2. HILDA TABA MODEL: GRASSROOTS APPROACH

Hilda Taba improved on Tyler’s model. She believed that teachers should participate in
developing a curriculum. As a grassroots approach Taba begins from the bottom, rather than from the top
as what Tyler proposed. She presented six major steps to her linear model which are the following:

1. Diagnosis of learners’ need and expectations of the larger society

2. Formulation of learning objectives

3. Selection of learning contents

4. Organization of learning contents

5. Select learning experiences

6. Determination of what to evaluate and the means of doing it.

3. GALEN SAYLOR AND WILLIAM ALEXANDER MODEL

Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four
steps. Curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals
and related specific objectives for an identifiable population served by a single school center.”

1. Goal, Objectives and Domains. Curriculum planners begin by specifying the major educational
goals and specific objectives they wish to accomplish. Each major goals represents a curriculum
domain: personal development, human relations, continued learning skills and specialization. The
goals, objectives and domains are identified and chosen on research findings, accreditation
standards, and views of the different stakeholders.

2. Curriculum Designing. Designing a curriculum follows after appropriate learning opportunities

are determined and how each opportunity is provided. Will the curriculum be designed along the
lines of academic disciplines or according to students need and interests or along themes? These
are some of the questions that need to be answered at this stage of the development process.

3. Curriculum Implementation. A designed curriculum is now ready for implementation. Teachers

then prepare instructional plans where instructional objectives are specified and appropriate
teaching methods and strategies are utilized to achieve the desired learning outcomes among
students.

4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive evaluation
using a variety of evaluation techniques is recommended. It should involve the total educational
programme of the school and the curriculum plan, the effectiveness of instruction process
curriculum planner and developers can determine whether or not the goals of the school and the
objectives of instruction have been met.

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 SUMMARY

All the models utilized the processes of 1) Curriculum planning, 2) Curriculum Designing, 3) Curriculum
Implementing, 4) Curriculum evaluating.

APPLICATION

Activity 2

Using the Venn diagram, compare and contrast the 3 Models of Curriculum Development Process.

Hilda Taba’s Model

Gaylen Saylor & Ralph Tyler’s Model

William Alexander’s Model

Activity 3

Describe the model of curriculum development which you understood best. Write in two paragraphs.

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Activity 4

What phase of the curriculum process do you find very important as a teacher?

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____________________________________________________________________________________
____________________________________________________________________________________
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ASSIGNMENT

Your final output for this course is a sample school curriculum. To begin with your major project, we will
go through each of the process of curriculum development. In this module, we will start with
CURRICULUM PLANNING. And as part of the planning process, you will have to imagine what kind of
school you would want to put up. Answer the following guide questions below to start with this process.

Note: BECED (preschool), BPED (sports school). BSED Filipino (secondary school)

GUIDE QUESTIONS ANSWERS

1. What kind of school is needed in my
barangay?

2. Why is this kind of school needed in my

barangay?

3. If this type of school opens in barangay,

who will be the target students? How many
are they in my barangay?

4. Will my target students be willing to enroll in

this school if it opens? Why?

5. Where should this school be constructed in

my barangay? (Paste a photo of the
possible location)

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 6. Why should the school be constructed in
this place?

Lesson 4 Foundations of Curriculum Development

ACTIVITY

Write a short poem (maximum of 2 stanzas, in any language) about your view of education. Use the box
below for your short composition.

ANALYSIS

1. What does education mean in your poem?

2. Where did you get your inspiration of what you have written in your poem?
3. Why do you see education as such?
4. Who influenced you about your view of education?
5. Is your view of education similar to the kind of education you had? Why?
6. If you could change the kind of education the Philippines have today, what would it be? Why?
7. What is the kind of education that you dream of?

ABSTRACTION

Curriculum development is anchored on a very solid foundation. Although considered to be a new

discipline, its significance in the light of global developments has now been acknowledged. What
philosophical, historical, psychological and sociological influences in form the current school curriculum?
How do these foundations reflect the development of curriculum in the 21 st century classrooms and
learning development? Who are the identified curricularists with these foundations?

Foundations of Curriculum

1. Philosophical Foundations

2. Historical foundations

3. Psychological Foundation

4. Social Foundation

Philosophical Foundations

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 Educators, teachers, educational planners and policy makers must have a philosophy or strong belief
about education and schooling and the kind of curriculum in the teachers’ classrooms or earning
environment. Philosophy of the curriculum answers questions like: what are schools for? What subject are
important? How should students learn? What outcomes should be achieved? Why?

The various activities in the school are influenced in one way or another by a philosophy. John Dewey
influenced the use of “learning by doing”, he being a pragmatist. Or to an essentialist, the focus on the
fundamentals of reading, writing and arithmetic are essential subjects in the curriculum.

There are many philosophies in education but we wilI illustrate only those presented by Ornstein and
Hunkins in 2004.

- Perennialism

- Essentialism

- Progressivism

- Reconstructionism

Philosophical Foundations

A. Perennialism

Aim: to educate the rational person; cultivate intellect

Role: teachers assist students to think with the reason (critical thinking HOTS)
Focus: Classical subjects, literary, analysis. Curriculum is enduring
Trends: Use of great books (Bible, Koran, classics) and liberal arts

B. Essentialism

Aim: to promote intellectual growth of learners to become competent

Role: teachers are sole authorities in the subject area
Focus: Essential skills of the 3Rs; Essential subjects
Trends: Back to basics, Excellence in education, cultural literacy

C. Progressivism

Aim: to promote democratic social living

Role: teachers leads for growth and development
Focus: Interdisciplinary subjects. Learner – centered. Outcomes-based
Trends: Equal opportunities for all, contextualized curriculum, Humanistic education

D. Reconstructionism

Aim: to improve and reconstruct society. Education for change

Role: teachers act as agent of change and reform
Focus: Present and future educational landscape
Trends: School and curricular reform, global education, Collaboration and convergence,
Standards and competence

Historical foundations

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  Where is curriculum development coming from?

 The historical foundations will show to us the chronological development along a time line.

 Reading materials would tell us that curriculum development started when Franklin Bobbit
( 1876- 1956) wrote the book “The Curriculum”.

Franklin Bobbitt ( 1876- 1956)

Contributions/ Theories and principles

 He started the curriculum development movement

 Curriculum is a science that emphasizes students’ needs

 Objectives and activities should group together when tasks are

clarified

Werret Charters ( 1875- 1952)

Contributions/ Theories and principles

 Like Bobbit, he posited that curriculum is science and emphasizes

students’ need

 Objectives and activities should match. Subject matter or content

relates to objectives

William Kilpartick ( 1875- 1952)

Contributions/ Theories and principles

 Curricula are purposeful activities which are child- centered

 The purpose of the curriculum is child development and growth. He

introduced this project method where teacher and student plan the
activities

 Curriculum develops social relationships and small group instruction

Harold Rugg ( 1886- 1960)

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 Contributions/ Theories and principles

 Curriculum should develop the whole child. It is child- centered

 With the statement of objectives and related learning activities,

curriculum should produce outcomes

 Emphasized social studies and suggested that the teacher plans

curriculum in advance

Hollis Caswell ( 1901- 1989)

Contributions/ Theories and principles

 Curriculum is organized around social functions of themes, organized

knowledge and learners’ interest

 Curriculum, instruction and learning are interrelated

 Curriculum is a set of experiences. Subject matter is developed

around social functions and learners interests

Ralph Tyler ( 1902- 1994)

Contributions/ Theories and principles

 Curriculum is a science and an extension of schools’ philosophy. It is

based on students’ needs and interest

 Curriculum is always related to instruction. Subject matter is

organized in terms of knowledge, skills and values

 The process emphasizes problem solving. Curriculum aims to

educate generalists and not specialists.

Hilda Taba ( 1902- 1967)

Contributions/ Theories and principles

 She contributed to the theoretical and pedagogical foundations of

concepts development and critical thinking in social studies curriculum

 She helped lay the foundation for diverse student population

Peter Oliva ( 1902- 2012)

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 Contributions/ Theories and principles

 he described how curriculum change is a cooperative endeavor

 Teachers and curriculum specialist constitute the professional core of

planner

 Significant improvement is achieved through group activity

Psychological Foundation

 Psychology provides a basis to understand the teaching and learning process. It unifies elements
of the learning process.

 Questions which can be addressed by psychological foundations are: How should curriculum be
organized to enhance learning? What is the optimal level of students’ participation in learning
various contents of curriculum?

1. Association and Behaviorism

2. Cognitive Information Processing Theory

3. Humanistic Psychology

ASSOCIATION AND BEHAVIORISM

Ivan Pavlov ( 1849- 1936)

Contributions/ Theories and principles

 He is the father of the Classical Conditioning Theory, the S-R Theory

 The key to learning is early years of life to train them what you want
them to become

 S-R Theory is a foundation of learning practice called indoctrination.

Edward Thorndike ( 1874- 1949)

Contributions/ Theories and principles

 He championed the Connectionism Theory

 He proposed the three laws of learning:

-Law of Readiness

-Law of Exercise

-Law of Effect

 Specific stimulus has specific response

Robert Gagne ( 1916- 2002)

Contributions/ Theories and principles

 He proposed the hierarchical Learning Theory. Learning follows a

hierarchy

 Behavior is based on prerequisite conditions

 He introduced tasking in the formulation of objectives

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COGNITIVE INFORMATION PROCESSING THEORY

Jean Piaget ( 1896- 1980)

Contributions/ Theories and principles

Theories of Jean Piaget

 Cognitive development has stages from birth to maturity:

Sensorimotor stage (0-2), Preoperational stage (2-7), concrete

operations stage (7-11), and formal operations (11-onwards)

Keys to learning

 Assimilation (incorporation of new experience)

 Accommodation (learning modification and adaption)

 Equilibration (balance between previous and later learning)

Lev Vygotsky ( 1896- 1934)

Contributions/ Theories and principles

Theories of Lev Vygotsky

 Cultural transmission and development: Children could, as a result of

their interaction with society, actually perform certain cognitive actions
prior to arriving at development stage

 Learning precedes development

 Sociocultural development theory

Keys to learning

 Pedagogy creates learning processes that leads to development

 The child is an active agent in his or her educational process

Howard Gardner

Contributions/ Theories and principles

 Gardner’s multiple intelligences

 Human have several different ways of processing information and

these ways are relatively independent of one another

 There are eight intelligences: linguistic, logico-mathematical, musical,

spatial, bodily/ kinesthetic, intrapersonal, and naturalistic

Daniel Goleman

Contributions/ Theories and principles

 Emotion contains the power to affect action.

 He called this Emotional Quotient

HUMANISTIC PSYCHOLOGY

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 Gestalt

Contributions/ Theories and principles

Gestalt Theory

 Learning is explained in terms of “wholeness” of the problem.

 Human beings do not respond to isolated stimuli but to an

organization or pattern of stimuli.

Keys to learning

 Learning is complex and abstract

 Learners analyze the problem, discriminate between essential and

nonessential data, and perceive relationships.

 Learners will perceive something in relation to the whole. What/ how

they perceive is related to their previous experiences.

Abraham Maslow ( 1908- 1970)

Contributions/ Theories and principles

 He advanced the Self-actualization Theory and classic theory of

human needs.

 A child whose basic needs are not met will not be interested in
acquiring knowledge of the world.

 He put importance to human emotions, based on love and trust.

Keys to learning

 Produce a healthy and happy learner who can accomplish, grow and
actualize his or her human self.

Carl Rogers ( 1902- 1987)

Contributions/ Theories and principles

 Nondirective and therapeutic Learning

 He established counselling procedures and methods for facilitating

learning.

 Children’s perceptions, which are highly individualistic, influence their

learning and behaviour in class.

Keys to learning

 Curriculum is concerned with process, not product, personal needs,

not subject matter, psychological meaning, not cognitive scores.

SOCIAL FOUNDATIONS

Schools and Society

Contributions/Theories and Principles

 Society as a source of change

 Schools as agents of change

 Knowledge as an agent of change

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 John Dewey ( 1859- 1952)

Contributions/ Theories and principles

 Considered two fundamental elements- schools whi– and civil society

– to be major topics needing attention and reconstruction to
encourage experimental intelligence plurality.

Alvin Toffler

Contributions/ Theories and principles

 Wrote the book Future Shock

 believed that knowledge should prepare students for the future

 Suggested that in the future, parents might have the resources to

teach the prescribed curriculum from home as a result of technology,
not in spite of it. (Home Schooling).

 Foresaw schools and students worked creatively, collaboratively, and

independent of their age.

SUMMARY

In summary, the foundation upon which is based are educational philosophies, historical
developments, psychological explanations, and societal influences. All of these foundations are
interrelated to each.

APPLICATION

Activity 1

Research on two other philosophical foundations of education listed below. Use other sources to
complete the table

PRAGMATISM
Aim

Role

Focus

Trend

REALISM

Aim

Role

Focus

Trend

Activity 2

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Choose from among five personalities discussed above that have made a significant influence or impact
on your views and perceptions about education by completing the table below.

NAME OF PERSONALITY HIS/HER INFLUENCE OR IMPACT ON MY

VIEWS OF EDUCATION

Activity 3

Answer the following questions:

1. Identify which among the foundations of curriculum, has influenced what you have learned in
school as a college student?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. How will the thinking of Abraham Maslow influence your teaching practice in the future?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Do you agree with Alvin Toffler? Why or why not?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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ASSIGNMENT

As continuation of the assignment in Module 5, we will continue with the CURRICULUM PLANNING
phase of your dream school by completing the table below.

1. What will be the philosophy of the school

I am planning to propose in my
barangay?

2. What is the name of the school I am

proposing for my barangay?

3. What does the school name stand for

and why should it be named as such?

4. What will be my school’s vision?

5. What will be my school’s mission?

6. What will my school logo look like?

(Attach the logo)

7. What does the symbols in the school

logo mean?

8. What kinds of learners will my school

create when they graduate?

9. What will my school look like based on

my school philosophy, vision and
mission?
(Attach a school floor plan, use separate
paper for this. This will serve as your
project for midterms)

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Reference:

Bilbao. P.P. et al. (2020). The Teacher and the School Curriculum. Quezon City : Lorimar Publishing Inc.

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