A. Philosophical Aspect B. Psychological Aspect

1. Unit 2 – Foundations of Curriculum
Slide 1

2. Curriculum
Philosophical
Foundations of
Curriculum
Psychological
Foundations of
Curriculum
Social
Foundation of
Curriculum
Historical
Foundation of
Curriculum
Slide 2

3. Philosophical Foundation
Topic Outline:
 Philosophy
 Importance
 4 Major Philosophies
 Educational Philosophies Slide 3

4. Define Philosophy
The word philosophy-Greek word:
1. “philos” = “love”
2. “sophi” = “wisdom.”
(means Love of wisdom)
Slide 4

5.  Philosophy reflected by a school &
its officials influences its:
a. Goals/aims
b. Contents
c. Organization of its curriculum
Importance of philosophy in the
curriculum making
Slide 5

6. Importance of philosophy in the
curriculum making
Philosophy deals with:
 Aspects of life
 problems & prospects of living
 Thoughts & facts
Slide 6

7. Philosophy and Curriculum
 Philosophy provides
educators, with a
framework for organizing
schools & classrooms.
Slide 7

8. Philosophy and Curriculum
 It helps answer :
o What school are for?
o What subjects are of value?
o How students learn?
o What methods & materials to use?
Slide 8

9. Philosophy and
the Curriculum Worker
 Life Experiences
 Common Sense
 Social & Economic Background
 Education
 General Beliefs
Slide 9

10. The 4 Major Philosophies
1) Idealism
2) Realism
3) Pragmatism
4) Essentialism

11. 1. IDEALISM
 oldest systematic PHILOSOPHY in
Western culture,
a belief that matter is an illusion,and
that reality is that which exists mentally.
(Ozmon and Craver 2008)
1 Slide 11

12. 1. IDEALISM
 This philosophy begins
with PLATO (428-347
B.C.E).
(Orstein and Levine 2011)
2 Slide 12

13. 1. IDEALISM EMPHASIS
Moral and spiritual reality
as the chief explanation of
the world and considers
moral values absolute,
timeless and universal.3 Slide 13

14. 1. IDEALISM
Teacher’s Role:
• Teachers would act as
role models of
enduring values.
4 Slide 14

15. 1. IDEALISM
School Setting must be:
• Highly structured & advocate
ideas that demonstrate
enduring values
• The materials used, great works of
literature/scriptures5 Slide 15

16. 1. IDEALISM
Teacher’s Task:
• bring latent knowledge to
consciousness
• Learning involves recalling & working
w/ ideas.
• Education is properly concerned w/
conceptual matters
6 Slide 16

17. 1. IDEALISM
Idealist educator prefers:
• Order & pattern of subj. matter
• Recognize relationships &
integrate concepts to each other
7 Slide 17

18. 1. IDEALISM
In this vein, curriculum is
HEIRARCHICAL, constitutes cultural
heritage of mankind, based on
learned disciplines, illustrated by
LIBERAL ARTS CURRICULUM.
8 Slide 18

19. Hierarchy of Curriculum
General/Abstract
Subject;
Philosophy &
Theology
Math
Natural
Sciences
Physical
Sciences
History
&
Literature
Language9 Slide 19

20. Idealist:
Considers CLASSICS to be the
ideal subject matter, because
the curriculum can be fixed
and will not vary w/time..
10
Slide 20

21. 2. REALISM
• Realist views the world in terms of
OBJECTS & MATTER. People can
come to know the world through
their SENSES & their REASON.
• Everything is derived from nature
and is subject to its laws.1 Slide 21

22. 2. REALIST CURRICULUM
• Organized, separate subject matter,
content, & knowledge that classifies
objects.
• Reality & Truth comes from both
SCIENCE & ART
2 Slide 22

23. 2. HIERARCHY OF CURRICULUM
Basic Education
3 “Rs”
Lower
Order
Top
General &
Abstract Subject
Logic &
Lessons
Reading Writing
Concepts
& Systems
Arithmetic
3 Slide 23

24. 3. PRAGMATISM
 mainly an American philosophy
Also referred to as
experimentalism
 based on CHANGE, PROCESS &
RELATIVITY.1 Slide 24

25. 3. PRAGMATISM
 Learning occurs as the person engages in
the PROBLEM SOLVING.
 Knowing is considered as TRANSACTION
between learner & environment, both
that are constantly changing as well as
transactions or experiences.
2 Slide 25

26. 3. TO a PRAGMATIST…..
 nothing can be viewed intelligently
except in relation to a PATTERN.
 The WHOLE affects the PARTS, and
the PARTS and the WHOLE are all
RELATIVE.
3 Slide 26

27. 3. TO a PRAGMATIST…..
Teaching is more
EXPLORATORY than
EXPLAINATORY.
The method is more important
than the subject matter.4 Slide 27

28. 3. TO a PRAGMATIST…..
 consider teaching & learning to be a
process of restructuring experience
according to scientific method.
 Learning takes place in an active ways of
learning, either individually/groups, to
solve problems
5 Slide 28

29. 3. TO a PRAGMATIST…..
It is most important to
acquire the method or
process solving problems in
an intelligent manner.6 Slide 29

30. 4. EXISTENTIALIST
• mainly a European philosophy
• According to Existentialist
philosophy, PEOPLE are thrust into a
number of choice-making situations
that leads to personal self-
definition.
1 Slide 30

31. 4. EXISTENTIALIST PREFER
• Free learners to choose what to study.
• The curriculum would avoid systematic
knowledge/structured disciplines, and
the students would be free to select from
any available learning situations.
2 Slide 31

32. 4. EXISTENTIALIST BELIEVE
• the most important kind of knowledge is
about human condition and the choices
that each person has to make,
• and that education is a process of
developing consciousness about the
FREEDOM TO CHOOSE and the meaning
of and RESPONSIBILITY for one’s CHOICE.
3 Slide 32

33. 4. EXISTENTIALIST CURRICULUM
 Subjects that are emotional,
aesthetic, and philosophical
Literature, drama, film making, art
& so on…are important because they
portray the human condition &
choice-making conditions.4 Slide 33

34. 4. EXISTENTIALIST CURRICULUM
 Would stress self-expressive activities,
experimentation, & methods & media that
illustrate emotions, feelings, and insights.
Classroom would be rich in materials that
lend themselves to self-expression.
 & the school would be place in w/c the
teacher & students could pursue DIALOGUE
& DISCUSSION about their LIVES & CHOICES.
5 Slide 34

35. Overview of Major Philosophies
Philosophy Idealism Realism Pragmatism Existentialism
Reality
Spiritual, moral,
or mental;
unchanging
Based on natural
laws; objectives
and composed of
matter
Interaction of
individual w/
environment; always
changing
Subjective
Knowledge
Rethinking latent
knowledge
Consisting of
sensation &
abstraction
Based on experience;
used of scientific
method
Knowledge for personal
choice
Slide 35

36. Philosophy Idealism Realism Pragmatism Existentialism
Values Absolute & eternal
Absolute & eternal;
based on natural laws
Situational & relative;
subject to change &
verification
Freely chosen; based
on individual’s
perception
Teacher’s
Role
To bring latent
knowledge & ideas
to consciousness; to
be a moral &
spiritual leader
To cultivate rational
thought; to be
moral & spiritual
leader; to be source
of authority
To cultivate critical
thinking & scientific
process
To cultivate
personal choice &
individual self-
definition
Emphasis
on
Learning
Recalling knowledge
& ideas, abstract
thinking as the
highest form
Exercising the mind;
logical & abstract
thinking are highest
form
Methods for dealing
w/ changing
environment &
scientific
explanations
Knowledge &
principles of human
condition; acts of
choice making
Slide 36

37. Philosophy
Idealism Realism Pragmatism Existentialism
Emphasis
on
Curriculum
Knowledge
based; subject
based; classics
or liberal arts;
hierarchy of
subjects;
PHILOSOPHY,
THEOLOGY; &
MATHEMATICS
are important
Knowledge
based; subject
based; arts and
sciences;
hierarchy of
subjects;
humanistic &
scientific
subjects
No permanent
knowledge or
subjects;
appropriate
experiences that
transmit culture &
prepare individual
for change;
problem solving
topics
Choices in subject
matter, electives;
emotional,
aesthetic, &
philosophical
subjects
Slide 37

38. Educational Philosophies
•Perennialism
•Essentialism
•Progressivism
•Reconstructionism Slide 38

39. 1. Perennialism
Aim of Education – To educate the rational person; to
cultivate the intellect.
Role of Education – Teachers help students think with
reason.
Focus in the Curriculum – Classical subjects, literary
analysis and curriculum constant.
Curriculum Trends – Use of great books and return to
liberal.
Slide 39

40. 2. Essentialism
Aim of Education – To promote the intellectual growth
of the individual and educate a competent person.
Role of Education –– The teacher is the sole authority in
his or her subject area or field of specialization.
Focus in the Curriculum – Essential skills of the 3 R’s and
essential subjects.
Curriculum Trends – Excellence in education, back to
basics and cultural literacy.
Slide 40

41. 3. Progressivism
Aim of Education – To promote democratic and social
living.
Role of Education – Knowledge leads to growth and
development of lifelong learners who actively learn by doing.
Focus in the Curriculum – Subjects are interdisciplinary,
integrative and interactive. Curriculum is focused on
students’ interest, human problems and affairs.
Curriculum Trends – School reforms, relevant and
contextualized curriculum, humanistic education.
Slide 41

42. 4. Reconstructionism
Aim of Education – To improve and reconstruct society.
Education for change.
Role of Education – Teachers act as agents of change
and reform in various educational projects including
research.
Focus in the Curriculum – Focus on present and future
trends and issues of national and international interest.
Curriculum Trends – Equality of educational opportunities
in education, access to global education.
Slide 42

43. Overview of Educational Philosophies
Educational
Philosophy
Perennialism Essentialism Progressivism Reconstructionism
Philosophical
Base
Realism
Idealism,
Realism
Pragmatism Pragmatism
Aim of
Education
To educate the
rational person; to
cultivate the
intellect
To promote the
intellectual growth
of the individual; to
educate the
competent person
To promote
democratic, social
living
To improve &
reconstruct society;
education for
change & social
reform
Slide 43

44. Educational
Philosophy
Perennialism Essentialism Progressivism Reconstructionism
Knowledge
Focus on past and
permanent studies;
mastery of facts &
timeless knowledge
Essential skills &
academic subjects;
mastery of concepts &
principles of subject
matter
Knowledge leads to
growth &
development; a living-
learning process; focus
on active & relevant
learning
Skills & subjects
needed to identify &
ameliorate (improve)
problems of society;
learning is active &
concerned w/
contemporary (same
age/time) & future
society
Role of
Education
Teacher helps students
think rationally; based
on Socratic Method,
oral exposition;
explicit teaching of
traditional values
Teacher is authority in
his/her subject field;
explicit teaching of
traditional values
Teacher is a guide for
problem solving &
scientific inquiry
Teacher serves as an
agent of change &
reform; acts as a project
director & research
leader, helps students
becomes aware of
problem confronting
humankind
Slide 44

45. Educational
Philosophy
Perennialism Essentialism Progressivism Reconstructionism
Curriculum
Focus
Classical subjects;
literary analysis;
constant curriculum
Essential skills (three
Rs) & essential
subjects
(ENGLISH,SCIENCE,HIS
TORY,MATH &
FOREIGN LANGAUGE
Based on student’s
interest; involve in the
application of human
problems & affairs;
interdisciplinary
subject matter;
activities & projects
Emphasis on social
sciences & social
research methods;
examination of social,
economic & political
problems, focus on
present & future
trends as well as on
national &
international issues
Related
Curriculum
Trends
Great Books; Paideia
Proposal
Back to basics;
excellence in
education
Relevant curriculum;
humanistic education;
radical school reform
Reconceptualism;
equality of
educational
opportunity
Slide 45

46. Psychological
Foundations of
Curriculum
Slide 46

47. Topic Outline:
•Importance of psychology
•Major groups of Learning
Theories
•Overview of Learning
Theories/Principles Slide 47

48. Importance of Psychology to Curriculum
Psychology provides:
• a basis for understanding the teaching
and learning process
• theories and principles that influence
teacher-student behavior within the
context of the curriculum. Slide 48

49. Three Major Groups of Learning Theories
1. Behaviorist
2. Cognitive
3. Humanistic/Phenomenological
Slide 49

50. 1. Behaviorist Psychology
Consider that learning should be
organized in order that students
can experience success in the
process of mastering the subject
matter.
Slide 50
1

51. 1. Behaviorist Psychology
The method is introduced in a
step by step manner w/
proper sequencing of task
w/c is viewed as simplistic
and mechanical.
Slide 51
2

52. 1. Behaviorist Psychologist
Slide 52
3

53. 1. Behaviorist Psychologist
Psychologist Major Theory/Principle
1. Edward Lee Thorndike Law of Effect
2. Ivan P. Pavlov &
John B. Watson
Classical Conditioning
3. Burrhus Frederic Skinner Operant Conditioning
Slide 53
4

54. 2. Cognitive Psychology
Focus their attention on how
individuals process
information and they monitor
and manage thinking
Slide 54
1

55. 2. Cognitive Theorists
Believed that learning constitutes
a logical method for organizing &
interpreting learning. Teachers
use a lot of problem & thinking
skills in teaching & learning.
Slide 55
2

56. 2. Cognitive Psychology
Slide 56
3

57. 2. Cognitive Psychologist
Psychologist Major Theory / Principle
1. Jean Piaget Cognitive Stages of Dev’t
2. Robert Gagne Levels of Learning
3. J.P. Guilford Structure of Learning
4. John Dewey Reflective Thinking
5. Lipman -Sternberg Critical Thinking
6. Bruner - Phenix Structure of a Subject
Slide 57
4

58. 3. Humanistic Psychology
Concerned with how
learners can develop
their human potential.
Slide 58
1

59. 3. Humanistic Psychology
Has great influence in
curriculum. It believes that
learners are not machines &
minds are not computers.
Slide 59
2

60. 3. Humanistic Psychology
Humans are biological
being affected by their
biology & their
cultures. Slide 60
3

61. 3. Humanistic Psychology
In CURRICULUM - is more
concerned with PROCESS,
not the PRODUCTS;
personal needs not subject
matter.
Slide 61
4

62. 3. Humanistic Psychologist
Psychologist Major
Theory/Principle
1. Abraham Maslow Human Needs
2. Carl Rogers Freedom to Learn
3. Raths Value Clarification
Slide 62
5

63. Slide 63