2. •WHAT IS AN IDEAL LEARNER?
•WHAT IS AN IDEAL LEARNING
INSTITUTION?
•WHY IS THERE A NEED FOR MAN TO LEARN?

3. CURRICULUM: CONCEPTS, NATURE AND
PURPOSES
•THE CONCEPT OF CURRICULUM IS AS DYNAMIC AS THE CHANGES
THAT OCCUR IN OUR SOCIETY
•CURRICULUM IS VIEWED MERELY AS A LISTING OF SUBJECTS TO
BE TAUGHT IN SCHOOL.
•IT REFERS TO THE TOTAL LEARNING EXPERIENCES OF INDIVIDUALS
NOT ONLY IN SCHOOLS BUT IN SOCIETY AS WELL.

4. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•TRADITIONAL POINTS OF VIEW
•PROGRESSIVE POINTS OF VIEW

5. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•TRADITIONAL POINTS OF VIEW
•PROGRESSIVE POINTS OF VIEW

6. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•IT IS A BODY OF SUBJECTS OR SUBJECT MATTER PREPARED BY THE
TEACHERS FOR THE STUDENTS TO LEARN
•IT IS SYNONYMOUS TO “COURSE OF THE STUDY” OR “SYLLABUS”

7. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•ROBERT HUTCHINS- VIEWS CURRICULUM AS “PERMANENT
STUDIES,” WHERE THE RULES OF GRAMMAR, READING, RHETORIC
AND LOGIC AND MATHEMATICS FOR BASIC EDUCATION ARE
EMPHASIZED. BASIC EDUCATION SHOULD EMPHASIZE THE 3R’S.

8. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•ARTHUR BESTOR- 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 ALSO INCLUDE MATH, SCIENCE, HISTORY AND
FOREIGN LANGUAGE.

9. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
•JOSEPH SCHWAB- CURRICULUM IS DIVIDED INTO CHUNKS OF
KNOWLEDGE- SUBJECT AREAS.
•MOST OF THE TRADITIONAL IDEAS VIEW CURRICULUM AS
WRITTEN DOCUMENTS OR A PLAN OF ACTION IN ACCOMPLISHING
GOALS.

10. CURRICULUM FROM DIFFERENT POINTS OF
VIEW
• TRADITIONAL POINTS OF VIEW
•PROGRESSIVE POINTS OF VIEW

11. PROGRESSIVE POINTS OF VIEW OF
CURRICULUM
•A LISTING OF SCHOOL SUBJECTS, SYLLABI, COURSE OF STUDY,
AND LIST OF COURSES OR SPECIFIC DISCIPLINE DO NOT MAKE A
CURRICULUM. THESE CAN ONLY BE CALLED CURRICULUM IF THE
WRITTEN MATERIALS ARE ACTUALIZED BY THE LEARNER.

12. PROGRESSIVE POINTS OF VIEW OF
CURRICULUM
•“CURRICULUM IS DEFINED AS THE TOTAL LEARNING EXPERIENCES OF THE
INDIVIDUAL.” THIS DEFINITION IS ANCHORED ON JOHN DEWEY’S
DEFINITION OF EXPERIENCE AND EDUCATION. HE BELIEVED THAT
REFLECTIVE THINKING IS A MEANS THAT UNIFIES CURRICULAR ELEMENTS.
THOUGHT THAT IS NOT DERIVED FROM ACTION, BUT TESTED BY
APPLICATION.

13. PROGRESSIVE POINTS OF VIEW OF
CURRICULUM
•CASWELL AND CAMPBELL VIEWED CURRICULUM AS “ALL EXPERIENCES
CHILDREN HAVE UNDER THE GUIDANCE OF TEACHERS.”
•SMITH, STANLEY AND SHORES DEFINED CURRICULUM AS “A SEQUENCE OF
POTENTIAL EXPERIENCES SET UP IN THE SCHOOLS FOR THE PURPOSE OF
DISCIPLINING CHILDREN AND YOUTH IN GROUP WAYS OF THINKING AND
ACTING.”

14. POINTS OF VIEW ON CURRICULUM
DEVELOPMENT
RALPH TYLER MODEL: FOUR BASIC PRINCIPLES
•WHAT EDUCATIONAL PURPOSES SHOULD THE SCHOOL SEEK TO ATTAIN?
•WHAT EDUCATIONAL EXPERIENCES CAN BE PROVIDED THAT ARE LIKELY TO
ATTAIN THE PURPOSES?
•HOW CAN THESE EDUCATIONAL EXPERIENCES BE EFFECTIVELY ORGANIZED?
•HOW CAN WE DETERMINE WHETHER THESE PURPOSES ARE BEING
ATTAINED OR NOT?

15. HILDA TABA: GRASSROOTS APPROACH
•DIAGNOSIS OF LEARNERS NEEDS AND EXPECTATIONS OF THE LARGER SOCIETY
•FORMULATION OF LEARNING OBJECTIVES
•SELECTION OF LEARNING CONTENT
•ORGANIZATION OF LEARNING CONTENT
•SELECTION OF LEARNING EXPERIENCES
•ORGANIZATION OF LEARNING ACTIVITIES
•DETERMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT.

16. TYPES OF
CURRICULUM
OPERATING IN
SCHOOLS
1.RECOMMENDED CURRICULUM
2.WRITTEN CURRICULUM
3.TAUGHT CURRICULUM
4.SUPPORTED CURRICULUM
5.ASSESSED CURRICULUM
6.LEARNED CURRICULUM
7.HIDDEN CURRICULUM

17. MAJOR FOUNDATIONS OF CURRICULUM

18. PHILOSOPHICAL FOUNDATIONS
•PERENNIALISM
•ESSENTIALISM
•PROGRESSIVISM
•RECONSTRUCTIONISM