Summary
This is a visualization demonstrating the relationships of the different conceptions of curriculum to the different philosophical foundations and then to the different curricular designs. We decided to orient it from the top down, as Ornstein (1990/1991) stated, “philosophy provides educators with a framework for organizing schools and classrooms” (p. 102). Furthermore, Ornstein & Hunkins (2013) explain that three main ideas for the purposes of education (society, academia, and development) are to be given serious attention when considering curriculum design and the purpose of education. Therefore, we began with the three main ideas for the purposes of education and their relation to educational philosophies. Considering Ornstein’s (1990/1991) position that all elements of curriculum are based on philosophy, it made sense to us to move into making connections between philosophies and concepts of curriculum. Lastly, we made connections between concepts of curriculum to the corresponding curricular designs that they lead to. Conceptions of curriculum, philosophies, and curricular design are all intertwined. Ornstein (1990/1991) expressed that, “philosophy gives us meaning to our decisions and action” (p. 104). As we constructed the flow chart and made connections to the different conceptions, philosophies, and curriculum designs it allowed us to reflect on our personal experiences in our practice. There is a lot of flexibility with the flow chart. You can go many ways to instill your practice in a meaningful way.
References:
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson.
McNeil, J. D. (2009). Contemporary curriculum in thought and action (7th ed.). Hoboken, NJ: John Wiley.
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.
Curriculum Design
Other
Other designs yield classification by source of content. They are technology curriculum, school-to-work curriculum, and core curriculum. This curriculum offers students distinctive opportunities to study subject matter (Sowell, 2005).
Society-Culture Based
Society-Culture curriculum is established on the needs of society and culture are rooted in the study of life in society, major activities of social life, or social problems. The emphasis is on problem-solving processes and social-human relations skills rather than on acquiring content (Sowell, 2005).
Problem-Centered
Problem-Centered designs pivot on real-life problems of individuals and society. Its intent is to reinforce cultural traditions and address unmet needs of the community and society. The various types of problem-centered design differ in the degrees to which they emphasize social needs, as opposed to individua needs. The specific designs are life-situations and reconstructionist (Ornstein & Hunkins, 2013).
Learner-Centered
Learner-Centered designs are mostly used at the elementary level because the teachers emphasize the whole child. Whereas, high school is more subject centered. It fosters two big ideas: socialization and Rousseau's developmental ideas. The specific designs are child-centered, experience, romantic, and humanistic (Ornstein & Hunkins, 2013).
Subject-Centered
Subject-Centered designs are the most popular and widely used. Knowledge and content are well accepted as integral parts of the curriculum. This design is heavily based on Plato's academic idea. It entails many design classifications such as subject, discipline, broad-fields, correlation and process (Ornstein & Hunkins, 2013).
Concepts of Curriculum.
Social Reconstruction
Social Reconstruction is a concept of curriculum that stresses societal needs over individual needs. It places a high emphasis on the role of education and curriculum content within the larger social context. Schools are required to recognize their role as the bridge between what is and might be, with the real and ideal society. Curriculum is the tool to enable the learner to survive and function in an unstable and changing world. The curriculum uses societal issues of the day, social values are tested, and students learn to deal with social issues. (Al Mousa, 2013, and Eisner & Vallance, 1974)
Humanistic
A Humanistic Concept of Curriculum focuses on the individual where the learner is supported in discovering who they are. The teacher is responsible for both providing warmth and nurturing emotions, as well as being a resource center for students. The process of learning is evaluated, rather than the end product. (Al Mousa, 2013 and McNeil, 2009)
Self-Actualization
Self-Actualization is a curriculum concept that is concerned with the autonomy and personal growth of the student. It focuses on providing experiences that personally connect to the individual learner. Content is important as it must relate to the learner and sees schooling as fully entering a learner's life through the curriculum. Learners are encouraged to discover and make sense of learning on their own. (Al Mousa, 2013, and Eisner & Vallance, 1974)
Technology
Curriculum as Technology is a concept of curriculum that is concerned with process and the how rather than what of education. It focuses on the use of technology to communicate and facilitate knowledge and learning. (Al Mousa, 2013, and Eisner & Vallance, 1974)
Cognitive Processes
The Development of Cognitive Processes concept of curriculum is concerned with the refinement of intellectual skills. It focuses on how rather than on the what of education. This curriculum concept is about developing the cognitive skills that can be applies to learning in any area. It aims at providing students with intellectual autonomy that will enable them to make their own selections and interpretations beyond the school walls. (Al Mousa, 2013, and Eisner & Vallance, 1974)
Academic Rationalism
Academic Rationalism as a concept of curriculum is concerned with students acquiring the tools and knowledge to participate in Western traditional culture. Classic disciplines are to be taught in the curriculum. A child's intellect is cultivated by providing opportunities to acquire the most powerful knowledge. (Al Mousa, 2013, and Eisner & Vallance, 1974)
Educational Purposes
Socialization Ideas
Education serves to socialize students to be functioning members of society, or good citizens (Ornstein & Hunkins, 2013).
Developmental Ideas
Recognizes the various stages at which individuals are at an optimal stage for learning or experience knowledge (Ornstein & Hunkins, 2013).
Academic Ideas
Deals with what knowledge is most worthy (Ornstein & Hunkins, 2013).
Philosophical Foundations
Reconstructionism
According to Ornstein (1990/1991), Reconstructionism is concerned with reconstructing society where education is for the purpose of change and social reform. The teacher acts as an agent of change and reform (Ornstein, 1990/1991).
Progressivism
According to Ornstein (1990/1991), Progressivism is about knowledge enhancing growth and development. It focuses on active and interesting learning, and the relationship between living and learning where the teacher acts as the guide (Ornstein, 1990/1991).
Essentialism
According to Ornstein (1990/1991), Essentialism fosters intellectual growth through learning essential skills and academic subjects, and the mastery of concepts and principles of subject matter. The teacher is the authority where their explicitly teach traditional values (Ornstein, 1990/1991).
Perennialism
According to Ornstein (1990/1991), Perennialism focuses on cultivating intellect by focusing on past and permanent studies, and on the mastery of facts and timeless knowledge. Classical subjects are the focus of curriculum and the teacher helps students think rationally based on explicit teaching (Ornstein, 1990/1991)
