Curriculum: Concepts, Nature And Purposes
Curriculum: Concepts, Nature andPurposesLesson 1Concepts, Nature and Purposes of Curriculum
IntroductionThe concept of curriculum is as dynamic as thechanges that occur in society. In its narrow sense,curriculum is viewed merely as a listing of subject to betaught in school. In a broader sense, it refers to the totallearning experiences of individuals not only in schools butin society as well.
What is curriculum? What is its purpose? What is its nature?These are the fundamental questions thatwill be addressed in this lesson.
Curriculum from Different Points of ViewThere are many definitions of curriculum.Because of this, the concept of curriculum issometimes characterized as fragmentary, elusiveand confusing. The definitions are influenced bymodes of thoughts, pedagogies, political as well ascultural experiences
1. Traditional Points of View of CurriculumIn the early years of 20th century, thetraditional concepts held of the “curriculum is that itis a body of subjects or subject matter prepared by theteachers for the students to learn”. It was synonymousto the “course of study” and “syllabus”Robert M. Hutchins views curriculum as“permanent studies” where the rule of grammar,reading, rhetoric and logic and mathematics forbasic education are emphasized.
Basic Education should emphasize the 3 Rs andcollege education should be grounded on liberaleducation. On the other hand, Arthur Bestor asan essentialist, believe that the mission of theschool should be intellectual training, hencecurriculum should focus on the fundamentalintellectual disciplines of grammar, literatureand writing. It should also includemathematics, science, history and foreignlanguage.
This definition leads us to the view of JosephSchwab that discipline is the sole source ofcurriculum. Thus in our education system,curriculum is divided into chunks of knowledgewe call subject areas in basic education such asEnglish, Mathematics, Science, Social Studiesand others. In college, discipline may includeshumanities, sciences, languages and many more
2. Progressive Points of View of CurriculumOn the other hand, to a progressivist, a listing ofschool, subjects, syllabi, course of study, and list ofcourses or specific discipline do not make acurriculum. These can only be called curriculum ifthe written materials are actualized by the learner.Broadly speaking, curriculum is defined as the totallearning experiences of the individual.
This definition is anchored on John Dewey’sdefinition of experience and education. He believed thatreflective thinking is a means that unifies curricularelements. Thought is not derived from action but testedby application.Caswell and Campbell viewed curriculum as “allexperiences children have under the guidance ofteachers”. This definition is shared by Smith, Stanley andShores when they defined “curriculum as a sequence ofpotential experiences set up in the schools for thepurpose of disciplining children and youth in group waysof thinking and acting”
Marsh and Willis on the other hand viewcurriculum as all the “experiences in the classroomwhich are planned and enacted by the teacher, andalso learned by the students.
Points of View on Curriculum DevelopmentFrom the various definitions and conceptspresented, it is clear that curriculum is a dynamic process.Development connotes changes which are systematic. Achange for the better means any alteration, modificationor improvement of existing condition. To produce positivechanges, development should be purposeful, planned andprogressive. This is how curriculum evolves.
Ralph Tyler Model: Four Basic Principles.1. What educational purposes should the schoolseek to attain?2. What educational experiences can be providedthat are likely to attain these purposes?3. How can these educational experiences beeffectively organized?4. How can we determine whether thesepurposes are being attained or not?
In summary, Tyler’s Model show that incurriculum development, the followingconsideration should be made: Purposes of the school Educational experiences related to thepurposes Organization of the experiences, and Evaluation of the experiences
On the other hand, Hilda Taba improved onTyler’s Rationale by making a linear model. Shebelieved that teachers who teach or implement thecurriculum should participate in developing it. Heradvocacy was commonly called the grassrootsapproach. She presented seven major steps to hermodel where teachers could have a major input.
These steps are as follows: Diagnosis of learners needs and expectations ofthe larger society Formulation of learning objectives Selection of learning content Organization of Learning content Selection of learning experiences Organization of learning activities Determinations of what to evaluate and theand the means of doing it.
Types of Curriculum Operating in SchoolsFrom the various concepts given,Allan Glatthorn (2000) describes seven types of curriculumoperating in the schools.1) Recommended curriculum- proposed byscholars and professional organizations.2) Written curriculum- appears in school, district,division or country documents.3) Taught curriculum- what teachers implementor deliver in the classrooms and schools
4. Supported curriculum- resources textbookcomputers, audio visual materials whichsupport and help in the implementation of thecurriculum.5. Assessed curriculum, that which is tested andevaluated.6. Learned curriculum-what the studentsactually learn and what is measured and7. Hidden curriculum- the unintendedcurriculum.
Major Foundations of CurriculumLet us now look into the majorfoundations of a curriculum. Debatescontinue on what curriculum is and its basicfoundations. The commonly acceptedfoundations include philosophical, historical,psychological and social.
PHILOSOPHICAL FOUNDATIONS of CURRICULUMPhilosophy provides educators, teachers andcurriculum makers with framework for planning,implementing and evaluating curriculum in schools. Ithelps in answering what school are for, what subjects areimportant, how students should learn and what materialsand methods should be used. In decision making,philosophy provides the starting point and will be used forthe succeeding decision making.
Suggestionsfrom SubjectSpecialistsStudiesofLearnersStudies ofContemporaryLifeSchoolPurposesUseofPhilosophyUse ofPsychologyofLearningTyler’s View of Philosophy in Relation to School Purposes
Historical Foundations of CurriculumMajor Foundations of CurriculumCurriculum is not an old field. Majorityof scholars would place its beginningIn 1918 with the publication of FranklinBobbit’s bookThe Curriculum.Philippine education came about fromvarious foreign influences. Of all foreigneducational systems, the Americaneducational system has the greatestinfluence on our educational system.
Curriculum theorists and how theyview curriculum from a historicalperspective.Major Foundations of Curriculum1.Franklin Bobbit (1876–1956) hepresented curriculum as a science thatemphasizesonstudent’sneed.Curriculum prepares students for adultlife.ToBobbit,objectiveswithcorresponding activities should begrouped and sequenced. This can onlybe done if instructional objectives areclarified.
ajor Foundations of Curriculum2. Werret Charters (1875-1952) – tohim, curriculum is a science. Itgives emphasis on student’sneeds. The listing of objectivesandmatchingthesewithcorresponding activities ensuresthat the content or subjectmatter is related to objectives.The subject matter and theactivities are planned by theteacher.
Major Foundations of Curriculum3. William Kilpatrick (1871-1965) – Curriculaare purposeful activities which are childcentered. The purpose of curriculum ischilddevelopmentandgrowth.Heintroduced the project method whereteacher and student plan the activities4. Harold Rugg (1886-1960) –to him,curriculum should develop the whole child.It is child-centered and should produceoutcomes. He also emphasized socialstudies and the teacher plans curriculumin advance.
Major Foundations of Curriculum5. Hollis Caswell (1901-1989) – he seescurriculum as organized around socialfunctionsofthemes,organizedknowledge and learner’s interest. Hebelieves that curriculum is a set ofexperiences. Subject matter is developedaround social functions and learner’sinterests.
Major Foundations of Curriculum – Historical Foundations6.Ralph Tyler (1902-1994) – hebelieves that curriculum is ascience and an extension ofschool’s philosophy. It is based onstudent’s needs and interest. Tohim, curriculum is always relatedto instruction. Subject matter isorganized in terms of knowledge,skills and values. The processemphasizes problem solving. Thecurriculumaimstoeducategeneralists and not specialists.
Major Foundations of Curriculum – Psychological Foundations ofCurriculum)Psychological Foundations of CurriculumPsychology provides a basis for theteaching and learning process.1. Behaviorist Psychologya. connectionism – Edward Thorndike(which influenced Tyler and Taba,the well known curricularists)b. classical conditioning – Ivan Pavlovc. operant conditioning – B. F. Skinnerd. modeling and observation theory –(Bandura)
d. hierarchical learning – Robert GagneTo the behaviorists, learning shouldbe organized in order that students canexperience success in the process ofmastering the subject matter.
Major Foundations of Curriculum – Psychological Foundations ofCurriculum2. Cognitive Psychologya. cognitive development stages – Jean Piagetb. social constructivism – Lev Vgotskyc. multiple intelligences – Howard Gardnerd. learning styles – Felder and Silvermane. emotional intelligences – Daniel Goleman
Major Foundations of Curriculum – Psychological Foundations ofCurriculumTo the cognitive theorists, learning- constitutes a logical method fororganizing and interpreting learning- it is rooted in the tradition of subjectmatter and is similar to the cognitivedevelopment theory
3. Humanistic PsychologyHumanist psychologist are concernedwith how learners candevelop their human potential.a. Gestalt theoryb. theory of human needs and forself actualizing persons - Maslowc. Carl Roger’s non directive lives
Social Foundations of EducationSchools exist within the social context.In considering the social foundations ofcurriculum, we must recognize thatschools are the only one of the manyinstitutions that educate society. Thehome, the family, community likewiseeducate the people in the society. Butschools are formal institutions thataddress more complex and interrelatedsocieties and the world.
ELEMENTS/COMPONENTS OF THECURRICULUMFor most curricula, the major componentsor elements are:1.2.3.4.aims, goals and objectivessubject matter/contentlearning experiencesevaluation approaches
ELEMENTS/COMPONENTS OF THE CURRICULUMWhen translated into questions, eachcomponent can be addressed by thefollowing:1. What is to be done?2. What subject matter is to be included?3. What instructional strategies, resourcesand activities will be employed?4. What method and instruments will be usedto assess the results of the curriculum?
COMPONENTS OF THE CURRICULUM Component 1- Curriculum Aims, Goals andObjectives All schools shall aim to:1. inculcate patriotism and nationalism2. foster love of humanity3. promote respect for human rights4. appreciate the role of national heroes inthe historical development of the country 5. teach the rights and duties of citizenship
Component 1- Curriculum Aims, Goals and Objectives6. strengthen ethical and spiritual values7. develop moral character and personaldiscipline8. encourage critical and creative thinking9. broaden scientific and technologicalknowledge and promote vocationalefficiency
ObjectivesComponent 1- Curriculum Aims, Goals andAims of Elementary Education (EducationAct of 1982)In the elementary level, schools through theircurricula should aim to: provideknowledgeanddevelopskills,attitudes, values essential to personaldevelopment and necessary for living in andcontributing to a developing and changingsociety;. provide learning experiences which increase achild’s awareness of and responsiveness tothe changes in the society;
ObjectivesComponent 1- Curriculum Aims, Goals and promote and, intensify knowledge,identification with and love for thenation and the people to which hebelongs; and promote work experiences whichdevelop orientation to the world ofwork and prepare the learner to engage inhonest and gainful work
Component 1- Curriculum Aims, Goals and ObjectivesAims of Secondary EducationIn high school or secondary level,educational curricula aim to: continue to promote the objectives ofelementary education; and discover and enhance the differentaptitudes and interests of students inorder to equip them with skills forproductive endeavor and or to preparethem for tertiary schooling
Aims of Tertiary EducationComponent 1- Curriculum Aims, Goals and ObjectivesThe different courses should aim to: provide general education programswhich will promote national identity,cultural consciousness, moral integrity andspiritual vigor; train the nation’s manpower in the skills requiredfor national development; and advance knowledge through research and applynew knowledge for improving the quality ofhuman life and respond effectively to changingsociety.
Component 1- Curriculum Aims, Goals andObjectivesThe school’s vision- is a clear concept of what the institutionwould like to become in the future- provides the focal point or unifying elementaccording to which the school staff, faculty,students perform individually or collectively- is the guiding post around which alleducational efforts including curriculashould be directed
Component 1- Curriculum Aims, Goals and ObjectivesThe school’s mission statement- spells out how it intends to carry outits Vision- the mission targets to produce the kind ofpersons the students will become afterhaving been educated over a certainperiod of time.The school’s vision and mission arefurther translated into goals which arebroad statements or intents to beaccomplished. Data for the sources ofschool goals may include the learners, thesociety and the fund of knowledge.
Objectivesomponent 1- Curriculum Aims, Goals andThe school’s mission statement, spellsout how it intends to carry out its Vision.the mission targets to produce the kindof persons the students will become afterhaving been educated over a certainperiod of time.The school’s vision and mission arefurther translated into goals which arebroad statements or intents to beaccomplished. Data for the sources ofschool goals may include the learners,the society and the fund of knowledge.
Component 1- Curriculum Aims, Goals and ObjectivesIn a curriculum, these goals are madesimple and specific for the attainment ofeach learner. These are called educationalobjectives. Benjamin Bloom and RobertMager defined educational objectives intwo ways:1. explicit formulation of the ways inwhich students are expected to bechanged by the educative process2. intent communicated by statementdescribing a proposed change inlearners
Component 1- Curriculum Aims, Goals andObjectivesIn other words, objectives- direct the change in behavior which isthe ultimate aim of learning- provide the bases for the selection oflearning content and learning experiences- also set the criteria against which learningoutcomes will be evaluated
Component 1- Curriculum Aims, Goals andObjectivesBloom and his associates classifiedthree big domains of objectives. Theseare:1.2.3.cognitiveaffectivepsychomotor
o Cognitive Domain – ( المجال المعرفي Bloom et. Al.Component 1- Curriculum Aims, Goals andObjectives1956)domain of thought process1. Knowledge – recall, remembering ofprior learned materials, in terms offacts, concepts, theories andprinciples. It is the lowest cognitivelevel.2. Comprehension – ability to grasp themeaning of material. It indicates thelowest form of understanding
ObjectivesComponent 1- Curriculum Aims, Goals and3. Application – the ability to use learnedmaterial in new and concrete situation4. Analysis – ability to break downmaterial into component parts so thatits organizational structure may beunderstood5. Synthesis – ability to put parts together toform a new whole6. Evaluation – ability to pass judgmentbased on given criteria
o Affective domain – (المجال الوجداني Krathwohl,Component 1- Curriculum Aims, Goals andObjectives1964) –domain of valuing, attitude andappreciation1. Receiving – students’ willingness topay attention to particular event,stimuli, classroom activities2. Responding – active participationon the part of the students3. Valuing – concerned with the worthor value a student attaches to aparticular phenomena, object orbehavior
ObjectivesComponent 1- Curriculum Aims, Goals and4. Organization – concerned with bringingtogether different values and buildinga value system5. Characterization by a value or valuecomplex – developing a lifestyle froma value system
o Psychomotor Domain – ( المجال النفسي Simpson,Component 1- Curriculum Aims, Goals andObjectives1972) – domain of the use of psychomotorattributes1. Perception – use of sense organs toguide motor activities2. Set – refers to the readiness to takea particular type of action3. Guided response – concerned withthe early stages in learning complexskills. Imitation and trial and errorare some of the ways of doing
ObjectivesComponent 1- Curriculum Aims, Goals and4. Mechanism – responses have becomehabitual. Performance skills are withease and confidence5. Complex overt responses – skillfulperformance and with complexmovement patterns6. Adaptation – skill well developed thatthe ability to modify is very easy7. Origination – refers to creating newmovement patterns to fit the situation.Creativity is evident.
Component 2 – Curriculum Content orSubject Matter محتوى المنهج Regardless of their design or models,all curriculum have content. Content is:- simply more than information to belearned in school- another term for knowledgeWhat criteria should be used in selectingthe content?
Some criteria which can be used inthe selection of subject matter contentor knowledge for the curriculum.1. Self-sufficiency 2. Significance 3. Validity 4. Interest 5. Utility 6. Learnability 7. Feasibility
1. Self-sufficiency – the prime guidingprinciple for content selection is helpingthe learner attain self-sufficiency inlearning in the most economical manner(Scheffler, 1970). Economy means lessteachingeffortandeducationalresources, less learners’ effort but moreresults and effective learning outcomes
2. Significance األهمية Content or subject matter is significant if it will contribute to basic ideas, concepts,principles and generalizations to achieve theoverall aim of the curriculum. it will develop the cognitive, affective andpsychomotor skills of the learners if the cultural aspects will be considered
3. Validity – الصالحية the authenticity of thesubject matter. Subject matter shouldbe checked or verified at regularintervals to determine if the contentthat was originally valid continues to be.
4. Interest –اإلهتمام this is the key criterion fora learner-centered curriculum. A learnerwill value the content if it is meaningfulto him/her. Students’ interests shouldbe adjusted taking into considerationmaturity, prior experiences, educationaland social value of their interest amongothers.
5. Utility –الفائدة usefulness of the content orsubject matter may be relative to thelearner who is going to use it.Usefulness may be either be for thepresent or the future.
6. Learnability –التعلم subject matter in thecurriculum should be within the range ofthe experiences of the learners.
7.Feasibility –الجدوى content selectionshould be considered within the contextof the existing reality in schools, insociety and
Curriculum theorists and how they view curriculum from a historical perspective. 1. Franklin Bobbit (1876–1956) - he presented curriculum as a science that emphasizes on student’s need. Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and sequenced. This can only
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Handbook for Curriculum Assessment Curriculum Assessment: An Overview What is curriculum assessment? Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve student learning in sustainable ways. Why bother assessing curriculum? Curriculum assessment can serve several major purposes:
Islands National Curriculum Framework, already commonly referred to as the NCF. The NCF provides the foundation for future curriculum development and curriculum policy development. It gives direction to our curriculum for the next ten years. The NCF: makes statements about the purposes of education in the Fiji Islands. These purposes have not
curriculum design. I have organized the class around our curriculum development work, using a backward design framework. We will also consider a series of current issues in curriculum design and curriculum leadership. Guiding questions for the seminar include: What political, social, and pedagogical purposes does curriculum serve?
Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .
1.6.1 A religious knowledge curriculum 26 1.6.2 A religious studies curriculum 27 1.6.3 A religious education curriculum 27 1.7 Religious knowledge and the national curriculum 29 1.8 Religious knowledge and the humanities 31 1.9 Conclusion 35 CHAPTER TWO: REVIEW OF THE RELIGIOUS KNOWLEDGE CURRICULUM IN NIGERIA 36 2.1 The development of the religious knowledge curriculum in 36 2.1.1 The .
Part 2, Design – High Strength Steels was combined with Part 1, Design in 1993. Part 5, Special Types of Construction was combined with Part 1, Design in 2008. Part 10, Bearing Design, and Part 11, Bearing Construction, were combined into a new Part 5, Bearing Design and Construction in 2013.
