1. MID TERM EXAM IN ADVANCED CURRICULUM DEVELOPMENT
Michelle L. Mercado Thursday 5: 30 – 8: 30 PM
Professor: Dr. Lerma G. Pasco 2ND SEM.
1. WHAT IS THE DIFFERENCE BETWEEN CURRICULUM AND
EDUCATION?
Curriculum is the heart of education. It is about what it should be
taught. It combines thought, action and purpose. Education on the other
hand, is an abstract, nebulous concept that takes place through families,
churches, the media and many other cultural influences that surround
children.
2. WHAT MAKES CURRICULUM SIMILAR TO PHILOSOPHY?
Philosophy provides guidance and direction to teachers and other
workers in the school environment in the same way as curriculum
which is the blueprint of the learning experiences to be provided to the
learners. Philosophy has entered into every important decision that has
ever made into the curriculum. Both serve as guide and direction in the
attainment of the educational objectives. Both attempt to see knowledge,
reality and practice. They also both rely upon reason and logic.
3. WHAT WAS THE PHRASE “A LIBERATING CURRICULUM “MEAN?
A liberating curriculum should liberate students from narrow ways of
thinking. It should open them up to new possibilities but within the
boundaries of tradition. A liberating curriculum transforms the inner
constitution of a person’s character so that he or she can lead a life of
reason, reflection and deliberation. Moreover, a liberating curriculum is a
course of study that draws upon all of the talents and abilities of
students to make them more humane and compassionate. By “a
liberating curriculum” it means a path, a way of life that enhances the
social, moral, political, intellectual and spiritual faculties of every
student.
4. WHAT DOES IT MEAN FOR THE CURRICULUM TO BE A “ MORAL
PRACTICE “?
Curriculum matters as a specialized field of study as well. Schools
whether university, college or local district schools rely upon curriculum
specialists. So these specialists must be creative, thoughtful and socially
astute people who understand the various level of curriculum planning

2. and execution. They have studied state curriculum guidelines but they
also know how to take these
documents and shape them appropriately within specific institutional
contexts. Making this transition between curriculum as an abstract
document and curriculum as a living classroom force requires that
curriculists be taught how and why curriculum is as much a moral
practice as it is a body of knowledge.
5. WHAT SHOULD WE DO TO MAKE A GOOD CURRICULUM AND WHAT
SHOULD CURRICULUM DEVELOPERS DO IN ORDER TO MAKE
CURRICULUM BETTER ?
Curriculum developers should consider some factors in order to come
up with a good curriculum or better curriculum. The teachers, the
learners, the subject matter, the context and the curriculum making all
contributes to the success of making a good curriculum. They should
consider the reconstruction of the entire curriculum to suit to the
schools statement of vision and mission, and should be based on the
comprehensive and scientific study of the entire society. It will take
cognizance of the interests and doings of the children. It should prepare
children to adult life thus providing experiences that will cater to their
interests and needs of each individual and to the society. It should
develop an attitude that is adaptive to its environment and culture. To
sum up, it should answer the questions what should be taught, to
whom, under what circumstances, how and with what end in mind.