The document discusses curriculum design and its various components. It outlines different views on the purpose of education, including developing intelligence and focusing on socialization. The parts of curriculum design should align philosophical ideas with beliefs about learning. There are four main sources of curriculum - science, society, moral doctrine, and knowledge. Curriculum can be organized horizontally across topics and grades or vertically by increasing difficulty within a topic. The three basic curriculum designs are subject-centered, learner-centered, and problem-centered.

1. Curriculum Design
Chapter 6

2. The Purpose of Education
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Educators have various views about the purpose of education.
Some, like Ron Ritchhart, believe education is meant to create
intelligence. Kieran Egan says that most educators focus on
education and its design for the idea of socialization, academics,
and development. Were these ideas to operate separately, the
result would be one sided and insufficient. However these ideas
working together have helped educators before our time
determine how education should be.

3. Parts of Curriculum Design
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The parts of the curriculum design should help the entire
curriculum progress. Philosophical and theoretical ideas should be
aligned with beliefs about what people learn, how they learn, and
how they should use the knowledge gained.
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The interests of curriculum design are the objectives, content,
learning experiences, and the evaluation. There should be a
relationship with the basic parts of the design. Philosophy
determines what objectives are chosen and how they are chosen,
what content is taught, how the content is organized, how to
teach the curriculum, and how to evaluate the curriculum.

4. 4 Sources of Curriculum Design
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Science- relies on the scientific method; has data that can be
observed and measured; emphasizes learning how to learn
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Society- school has a role in society and should draw its curriculum
ideas based on social situations; serves community interests;
current and future society concerns are at the forefront when
making decisions; works with social and political communities
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Moral doctrine- rely on beliefs of philosophers of the past; focus
on content in which is more important; guided by religion or
spirituality; encourages consciousness, attentiveness, awareness of
the outside world, and self awareness; concerned about the
meaning of life
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Knowledge- is the main source of curriculum; references Plato's

5. Additional Source
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Learner- knowledge comes from how students learn, what
attitudes students form, what interests are created, what values
are developed; relies on how the mind creates meanings
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Learner knowledge is based on Rousseau's theory of development
of the mind.

6. Conceptual Framework
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Curriculum designed is organized in two ways: horizontal and
vertical. Horizontal organization combines the fundamentals of
curriculum. Vertical organization puts the curriculum in a specific
order. Curriculum may be organized where one topic may be
taught in different grade levels, but the difficulty increases as the
grade level does. Horizontal and vertical organizations are
determined by the socio-economic, political, and cultural factors.

7. Design Dimensions
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When designing a curriculum, specialist should make sure that
curricula should have experiences that engage students, months of
units, information of what will be taught and how the content will
be taught. It should determine how content and experiences
should progress based on brain development. The curriculum
should be sequenced by one of the following ways of learning:
easy to difficult, part to whole, the big idea broken down into
pieces, or chronologically by real world events. The curriculum
should repeat the same kinds of skills. It should link all kinds of
knowledge and experiences.

8. 3 Basic Curriculum Designs
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Most curriculum designs are based off of the following:
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subject-centered
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learner-centered
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problem-centered

9. Subject-Centered Design
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Knowledge and content are major parts of the curriculum
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The design follows Plato's academic idea.
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Under the subject-centered design include subject designs,
discipline designs, broad field designs, correlation designs, and
process designs.

10. Learner-Centered Design
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This design is more prominent if the elementary schools. The
whole child is the focus.
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In the secondary schools, subject-centered design is more
important because students have to focus more on the content of
the textbook.
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Learner-centered designs stress the development of the mind and
socialization.
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Learner-centered designs are child-centered designs, experience-
centered designs, romantic/radical designs, and humanistic
designs.

11. Problem-Centered Designs
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Problem-centered design is based on real-life problems of
individuals and society. They are meant to reinforce traditions and
address needs that haven't been fulfilled in the community and
society.
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These designs think about life situations, core designs, or social
problem/reconstructionist designs.

12. Reference List
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Ornstein, A. & Hunkins, F. (2013) Curriculum, foundations, principles, and
issues. (6th ed.). United States of America: Pearson Education .