GRADUATE SCHOOL

Second Semester AY 2019-2020

MAED 201
(ADVANCE SOCIAL DIMENSIONS OF EDUCATION)

MODULE:
UNIT 1: NATURE OF CURRICULUM
UNIT 2: FOUNDATIONS OF
CURRICULUM

Submitted by:
Corazon O. Gaza, LPT

Submitted to:
Prof. Virma K. Pangilinan, MSAgEd., LPT
Assoc. Dean, College of Education
 OBJECTIVES:

At the end of the module, students are able to:

Identify, analyze, and differentiate the
NATURE OF CURRICULUM,
And FOUNDATIONS OF CURRICULUM

Curriculum:
 The term curriculum has been derived from a Latin
word ‘Currere’ which means a ‘racecourse’ or a runway on which
one runs to reach a goal.

Accordingly, a curriculum is the instructional and the educative

program by following which the pupils achieve their goals, ideals,
and aspirations of life. It is curriculum through which the general
aims of a school education receive concrete expression.

Traditional concept-The traditional curriculum was subject-

centered while the modern curriculum is child and life-centered.

Modern Concept of Curriculum:

Modern education curriculum is the combination of two

dynamic processes. The one is the process of
individual development and the other is the process of
socialization, which is commonly known as
adjustment with the social environment.

Gauge my Prior Knowledge:

I. Read the following DEFINITION of Curriculum by different Educationalist.
Then, encircle the LETTER of the correct Educationalist in each definition.
1. “Curriculum is a tool in the hands of the artist (teacher) to mold his material (pupils)
according to his ideas (aims and objectives) in his studio (school)”
 A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
2. “The curriculum should be viewed as various forms of activities that are grand
expressions of human spirit and that are of the greatest and most permanent significance
to the wide world”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
3. “The curriculum includes all the learners’ experience in or outside school that are
included in a program which has been devised to help him developmentally, emotionally,
socially, spiritually and morally”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
4. “Curriculum includes all those activities which are utilized by the school to attain the
aims of education”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn

II. MATCH Column A with the correct answer in Column B

Column A Column B

1. Philosophy a. love of wisdom

2. Idealism b. Levels of Learning
3. Realism c. Critical Thinking
4. Pragmatism d. Reflective Thinking
5. Jean Piaget e. Cognitive Stages of Development
6. Robert Gagne f. reality is that which exists mentally
7. Guilford g. Structure of Learning
8. John Dewey h. Based on change, process & relativity
9. Lipman -Sternberg i. views the world in terms of objects & matter
10. Bruner – Phenix j. Structure of a Subject

1. ___
2. ___
3. ___
4. ___
5. ___
6. ___
7. ___
8. ___
9. ___
10. ___

Discover Something New

 DEFINITION OF CURRICULUM BY DIFFERENT
EDUCATIONALIST:
I. Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mold his
material (pupils) according to his ideas (aims and objectives) in his studio (school)”.
 II. Morroe - “Curriculum includes all those activities which are utilized by the school to
attain the aims of education.
III. Crow and Crow - The curriculum includes all the learners’ experience in or outside
school that are included in a programme which has been devised to help him
developmentally, emotionally, socially, spiritually and morally”.
IV. T.P. Nunn-“The curriculum should be viewed as various forms of activities that are
grand expressions of human spirit and that are of the greatest and most permanent
significance to the wide world”.
OTHER ON-LINE DEFINITION OF CURRICULUM:
•subjects that will be taught, the identified "mission" of the school, and the knowledge and
skills that the school expects successful students to acquire Explicit curriculum

• lessons that arise from the culture of the school and the behaviors, attitudes, and
expectations that characterize that culture Implicit curriculum

• topics or perspectives that are specifically excluded from the curriculum Null curriculum
• school-sponsored programs that are intended to supplement the academic aspect of the
school experience Extra curriculum

1. Goals: The benchmarks or expectations for teaching and learning often made explicit in
the form of a scope and sequence of skills to be addressed.

2. Methods: The specific instructional methods for the teacher, often described in a
teacher’s edition.

3. Materials: The media and tools that are used for teaching and learning.

4. Assessment: The reasons for and methods of measuring student progress.

Nature of curriculum

1. the instructional program as indicated by the course offerings to meet the varies
requirements of a vast heterogeneous population

2. the courses of study, embodying outlines of knowledge to be taught

3. all the experiences provided under the guidance of the school

Nature of curriculum Close examination of them reveals the difficulty in deciding the basic
nature of curriculum.
 1. Is it thought of as a program and pattern of offerings?

2. Is thought of to be a content of courses?

3. Is it thought of to be experiences through which knowledge is communicated?

Nature of curriculum:

Curriculum is that which makes a difference between maturity and immaturity, between
growth and stasis, between literacy and illiteracy, between sophistication (intellectual,
moral, social, and emotional) and simplicity.

It is the accumulated heritage of man’s knowledge filtered through the prisms of

contemporary demands and pressures.

It is that wisdom considered relevant to any age in any given location.

It is that we choose from our vast amount of heritage of wisdom to make a difference in the
life of man.

SCOPE OF CURRICULUM:

Scope relates to what should be taught or learned.

•Sequence relates to when different parts of the curriculum should be learned
with respect to the other parts of the curriculum.
•Integration relates to how different strands of a piece of curriculum relate to
other things
•Continuity relates to how previous learning and future learning relate in terms
of cumulative effects of learning.
Scope refers to the breadth of the curriculum- the content, learning experiences and activities to
be included in the curriculum.

The scope can be arrived at by answering the following questions:

What do young people need to succeed in the society?
What are the needs of the locality, society, nation, and world?
What are the essentials of the discipline?
Sequence:

Sequence relates to when different parts of the curriculum should be learned with respect
to the other parts of the curriculum.
 There are many ways in sequencing: simple to complex chronological easy to difficult
developmental prerequisite learning close at hand to far away whole to parts easy to
difficult parts to whole known to unknown

Balance or integration the curriculum should integrate:

1. Cognitive, affective, and psychomotor objectives and abilities

2. Knowledge and experience

3. Objectives and content

4. Child’s activity and needs with the society needs and activity. It should be related to the
social environment of the students

A change in the lifestyle of a group, a community or a society is called social change.

Social change includes technological changes, economic changes, political changes, and
changes in values.

The technological changes cause change in the style of living and therefore influences the
curriculum accordingly. Economic changes demand changes in curriculum by bringing
about change in occupational structure. Political changes have an impact on curricula. The
policies of the government decide the core features of a curriculum.

Values play a crucial part in the formulation and implementation of educational ideologies.

Generally, two kinds of values enter curriculum making. They are:

1.Ultimate values that determine the aims and purposes of education

2.Instrumental values that are related to the means of education. The ultimate values and
instrumental values of a society decides the type of curriculum appropriate for it.
 Analyze the Concepts
Philosophical Foundation of Curriculum:
 Philosophy

 Importance

 4 Major Philosophies

 Educational Philosophies

Define Philosophy:

The word philosophy-Greek word:

1. “philos”= “love”

2. “sophi” = “wisdom.”

(means Love of wisdom)

Importance of philosophy in the curriculum making

 Philosophy reflected by a school & its official influences its:

a. Goals/aims
 b. Contents

c. Organization of its curriculum

 Philosophy deals with:

 Aspects of life

 problems & prospects of living

 Thoughts & facts

Philosophy and Curriculum

 Philosophy provides educators with a framework for organizing schools & classrooms.

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?

Philosophy and

the Curriculum Worker

 Life Experiences

 Common Sense

 Social & Economic Background

 Education

 General Beliefs

The 4 Major Philosophies

 1) Idealism

2) Realism

3) Pragmatism

4) Essentialism

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)

 This philosophy begins with PLATO (428-347 B.C.E). (Orstein and Levine 2011)

 Teachers would act as role models of enduring values.

 School Setting must be: Highly structured & advocate ideas that demonstrate enduring values

The materials used, great works of LITERATURE & SCRPTURES.

 Teacher’s Task:

bring latent knowledge to consciousness Learning involves recalling & working w/ ideas.
Education is properly concerned w/ CONCEPTUAL MATTERS

 Idealist educators prefer: Order & pattern of subj. matter. Recognize relationships & integrate
concepts to each other

 In this vein, curriculum is HEIRARCHICAL, constitutes cultural heritage of mankind,

based on learned disciplines, illustrated by LIBERAL ARTS CURRICULUM.

 Idealist:

Considers CLASSICS to be the ideal subject matter because the curriculum can be fixed and will
not vary w/time.

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.
  Organized, separate subject matter, content, & knowledge that classifies objects. Reality & Truth
comes from both SCIENCE & ART

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

 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.

 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.

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.

 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.

 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.

 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.

 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.
Educational Philosophies:
 Perennialism

 Essentialism

 Progressivism

 Reconstructionism

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.

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 on the Curriculum – Essential skills of the 3 R’s and essential subjects.

 Curriculum Trends – Excellence in education, back to basics and

cultural literacy.

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 on the Curriculum – Subjects are interdisciplinary,
integrative and interactive. Curriculum is focused on students’ affairs. Curriculum Trends–
School reforms, relevant contextualized curriculum, humanistic education.

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.

Psychological Foundations of Curriculum

• Importance of psychology
• Major groups of Learning Theories
• Overview of Learning Theories/Principles
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.

Three Major Groups of Learning Theories

1. Behaviorist

2. Cognitive

3. Humanistic/Phenomenological
1. Behaviorist Psychology
Consider that learning should be organized in order that students can experience success
in the process of mastering the subject matter.

The method is introduced in a step by step manner w/ proper sequencing of task w/c is
viewed as simplistic and mechanical.
 2. Cognitive Psychology
Focus their attention on how individuals process information and they monitor and manage
thinking believed that learning constitutes a logical method for organizing & interpreting
learning. Teachers use a lot of problem & thinking skills in teaching & learning.

Cognitive Psychologist

1. Jean Piaget--------------- Cognitive Stages of Development

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

3.Humanistic Psychology

 Concerned with how learners can develop their human potential.

 Has great influence in curriculum. It believes that learners are not machines &
 minds are not computers.
 Humans are biological being affected by their biology & their cultures.
 In CURRICULUM - is more concerned with PROCESS, not the PRODUCTS; personal needs
not subject matter.

Humanistic Psychologist

1. Abraham Maslow------------------- Human Needs

2. Carl Rogers-------------------------- Freedom to Learn
3. Raths--------------------------------- Value Clarification

Enrich the Learning

Guided Activity: Choose the correct reaction for each item. Draw the correct
reaction.
 Statement on Teaching Philosophy The Right Reaction

1. I believe my role as a teacher is to

love my students as my own. Thus,
nurturing them to be the best version
of themselves.
2. I am NOT committed to giving
students the tools they need to see
their own value, analyze information
and situations, and effectively solve
problems.
3. I prioritize my relationship with them
and model the behaviors I want to see
in students through good
communication and a genuine interest
in understanding other perspectives.
4. As a teacher, your heart becomes
involved as you get to celebrate the
successes of life, but you also see the
students who are hungry, tired, and
already burdened by life at just six
years old.

Guided Assessment
Complete the following sentences by putting the proper Psychological Foundations of
Curriculum. Write your answer on the blank provided.
__________________1. The ___ consider that learning should be organized in order that
students can experience success in the process of mastering the subject matter.

__________________2. The ___ focus their attention on how individuals process information
and they monitor and manage thinking believed that learning constitutes a logical method for
organizing & interpreting learning. Teachers use a lot of problem & thinking skills in teaching &
learning.

____________________3. The ___ concerned with how learners can develop their human
potential.

Take into Action

Create a three-paragraph diary entry on your TEACHING PHILOSOPHY. Apply the lessons
that you have learned.
 Supplement my Learning
Write a version of your philosophy based on your experience as a teacher. Name your
philosophy and discuss it.
 Answer Key
1. “Curriculum is a tool in the hands of the artist (teacher) to mold his material (pupils)
according to his ideas (aims and objectives) in his studio (school)”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
2. “The curriculum should be viewed as various forms of activities that are grand
expressions of human spirit and that are of the greatest and most permanent significance
to the wide world”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
 3. “The curriculum includes all the learners’ experience in or outside school that are
included in a program which has been devised to help him developmentally, emotionally,
socially, spiritually and morally”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
4. “Curriculum includes all those activities which are utilized by the school to attain the
aims of education”
A. Cunningham
B. Morroe
C. Crow and Crow
D. T.P. Nunn
MATCH Column A with the correct answer in Column B

Column A Column B

A 1. Philosophy a. love of wisdom

F 2. Idealism b. Levels of Learning
I 3. Realism c. Critical Thinking
H 4. Pragmatism d. Reflective Thinking
E 5. Jean Piaget e. Cognitive Stages of Development
B 6. Robert Gagne f. reality is that which exists mentally
G 7. Guilford g. Structure of Learning
D 8. John Dewey h. Based on change, process & relativity
C 9. Lipman -Sternberg i. views the world in terms of objects & matter
J 10. Bruner – Phenix j. Structure of a Subject

Guided Activity: Answer depends on the reaction of the students on the statement
Guided Assessment
 1. Behaviorist

2. Cognitive

3. Humanistic/Phenomenological

Take into Action: Answer depends on the student

Supplement my Learning: Answer depends on the student

Learning Area: The Teacher and the curriculum

Writer: Corazon O. Gaza, LPT
All rights reserved!

REFERENCE:
Ornstein, Allan C., Hunkins, Francis R. “Curriculum (2018): Foundations,
Principles, and Issues”, (SEVENTH EDITION).Boston, MA: Pearson Education
Limited

https://www.slideshare.net/valarpink/curriculum-its-meaning-nature-and-scope