Module 1: Curriculum: Definition, Conceptions, Nature and Purpose Flashcards
Which POV
written document or a plan of action to accomplish goals; a body of subjects or a subject matter prepared by teachers in order for the students to learn; a course of study; syllabus, lesson plan, or a field of study –
traditional point of view
views that discipline is the sole source of curriculum, and so, the curriculum is
divided into chunks of knowledge which are called subject areas like English,
mathematics, social studies, science, humanities, languages, and others.
JOSEPH SCHWAB
believes that the mission of the school is to train the
intellectual capacity of learners.
ARTHUR BESTOR
believes that college education must be grounded on liberal education while
basic education should emphasize the rules of grammar, reading, rhetoric, logic and
mathematics.
- For him, curriculum is viewed as permanent studies
ROBERT M. HUTCHINS
The Advocates of Curriculum in Traditional POV
- ROBERT M. HUTCHINS
- ARTHUR BESTOR
- JOSEPH SCHWAB
The Advocates of Curriculum PROGRESSIVE pov
- JOHN DEWEY
- HOLLIS CASWELL AND DOAK CAMPBELL
- B. OTHANEL SMITH, WILLIAM O. STANLEY, AND J. HARLAN SHORES
- COLIN J. MARSH AND GEORGE WILLIS
define curriculum as the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. In this definition, the experiences are done in the classrooms.
COLIN J. MARSH AND GEORGE WILLIS
“a sequence of potential experiences set up in the schools for the purpose of disciplining the children and the youth while doing group activities.”
B. OTHANEL SMITH, WILLIAM O. STANLEY, AND J. HARLAN SHORES
“all experiences children have under the guidance of the teachers.”
HOLLIS CASWELL AND DOAK CAMPBELL
For him, it is important to test the knowledge or thought through application, or the learning by doing,
JOHN DEWEY
curriculum is defined as the total learning experiences of individuals which means that students be given all the opportunities to apply what they learn.
PROGRESSIVE POINT OF VIEW
Curriculum Conceptions (6)
- Curriculum as a fact
- Curriculum as a practice
- Curriculum as a means to attain self-actualization
- Curriculum as a cognitive process
- Curriculum focused on technology
- Curriculum as having social relevance
unintended information, skills, and attitudes communicated to students.
“hidden curriculum”
includes the idea that social
reconstruction is needed in the midst of conflicts, poverty and hunger,
environmental abuse, racial discrimination, political oppression that prevail in
many societies; believes that learners have to gain skills in living in a changing
world.
Curriculum as having social relevance
seeks to make learning systematic and efficient.
Curriculum focused on technology
intends to sharpen students’ intellectual process and develop cognitive skills for studying virtually anything
Curriculum as a cognitive process
is used to develop skills in inferring, speculating,
deducing, and analyzing, which are expected to continue long after the content
is forgotten; focuses on students’ learning processes rather than the social
context.
subject matter
aims at the development of the learner to the fullest extent by considering their needs, interest, and abilities, on which the curriculum content is largely based.
Curriculum as a means to attain self-actualization
focuses not simply on the acquisition of knowledge but more on how it is collectively “discovered” and produced by both teachers and pupils and on how the school subjects and students abilities match.
Curriculum as a practice
focuses on the process of socialization or the acquisition of particular knowledge, skills, and values which a teacher transmits to students to prepare them for the adult world
Curriculum as a fact
- unplanned happenings in classrooms.
- Instead of regarding curricula narrowly as formalized classroom content or prescriptive learning objectives, it may be useful to think of them more holistically as programs for experiences
Curricula as Experiences
Definitions made by different researchers are provided to better understand the conception of curriculum (5)
- Curricula as a Set of Objectives
- Curricula as Courses of Study or Content
- Curricula as Plans
- Curricula as Documents
- Curricula as Experiences
“has become associated with the official written programs of study published by ministries or departments of education, local authorities or boards of education, and commercial firms or teams of educational specialists working on specially funded projects”
Curricula as Documents
Curriculum can be seen as a means of achieving specific educational goals and objectives. In this sense, a curriculum can be regarded as a checklist of desired outcomes.
Curricula as a Set of Objectives
Curriculum can be understood as a process of selecting courses of study or content
Curricula as Courses of Study or Content
A curriculum can be seen as a plan, or a sort of blueprint for systematically implementing educational activities.
Curricula as Plans
