PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

focus on the pastglorifies cultural heritageemphasis on subject matterknowledge is prioritizedcognitive developmentcontrolled and restrained for societal indoctrination

present and futureevents changeable and relativeproblem solvingstudents' interest and needs valuedequal value given to each subjectindividual expression and freedom

oldest and best known to teachers and lay peopledevelop interests and competenciescontribute to literacycurriculum is usually developed using outcome approachPro: verbal activities, socialization, easy to deliverCon: no program individualization, emphasis not on learner, little consideration of content, promotes scholarly elite, divorcing knowledge from the student's experience, student passivity

students help select and organize the purposes for learningsubject areas become a means by which students pursue problems or topicstypically used for early childhood educationPros- students perceive learning as relevant and meaningful, actively involved in learning, Cons- do not learn a common body of knowledge, may not learn cultural heritage and achieve social goals

needs of society and culturefocusses on the learning processPros- integration of different subject matter, relevance to students and society, meaningful and motivating to studentsCons- content not well organized, doesn't provide adequate exposure to cultural heritage

What should be taught? To whom? When and how?

Curricular theorist envisioned different conceptions of curriculum. There is some overlapping between the conceptions.

two approaches, one, connection between school and society, two, personal experience

learn to make good choicespractical reasoning valued

curriculum is pre-planned4 different conceptions: social needs-child-centered, social-efficiency, social needs re-constructionist, philosophical-academic rational

focusses on social change and social valuesgive learners the tools to flourish in an ever changing worldtwo different branches, present and future

uses technology to communicate knowledge efficient, precise logical, to the point

most traditionalgive students the tools to function in Western traditionsclassic disciplines taughtpreferred by most educators

content is valuedschooling should be a large part of student's life using curriculum Vallance dropped this and replaced it with personal success and personal commitment

refinement of intellectual skillsgive the learner intellectual autonomy to be able to select and interpret real world situationscontent less important than the how

develop good character and good work qualityteachers build relationships with students process of learning is valued over the output

develop learners' social needs over individual needsvalues of the many over the onefind solutions to societal problems

outcome based educationhow to teach more important than the content

learners question, hypothesize, synthesize, and draw conclusionsprepare students for life after education

similar to self-actualizationhuman relationships are important to grow personally

give students freedom and the ability to choosesimilar to social reconstruction curriculum

focusses exclusively on cognition"repair deficits or gaps in people's understanding"

let learners discover things for themselvesstudent focusses

provide learners the ability to adjust to the changing world

make learning systematic and efficientfocus on the how over the what

"cultivate cognitive achievement and the intellect by helping students understand knowledge"

education is a means to an immediate practical endpersonal success is the desired outcome

unchanged from Eisner and Vallance

as technology has improved this may be the broadest of all the conceptionscan be applied to any content and adapted to any purpose

unchanged from Eisner and Vallance

Curriculum designs which defy the main classifications.

uses subject matter as a source of contentorganizes knowledge so students can learn from itbehaviourally stated objectivessequenced set of activities

program usually for high school studentsstudents learn from people in the workforceacquire skills and formulate career goals

combines subject matter with content based on societal and personal needsstudents learn core material but also learn secondary material based on aptitude, interests, and capacitiesstrong problem solving element