Conceptions of Curriculum, Philosophical Foundations, and Curricular Designs

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Conceptions of Curriculum, Philosophical Foundations, and Curricular Designs

Philosophical Foundations

Balance

Educators strive to give appropriate weight to each aspect of the design

Articulation

The vertical and horizontal interrelatedness of various aspects of the curriculum that is to the ways In which curriculum components occurring later in a programs sequence relate to those occurring earlier

Integration

Linking all types of knowledge and experiences containing within the curriculum plan

Continuity

Vertical repetition of curriculum components

Chronological Learning

Content whose sequence reflects the times of real world occurrences

Whole to Part Learning

Curriculum should be arranged so that the content or experience is first presented in an overview that provides students with a general idea of the information or situation

Pre-requisite Learning

Similar to whole part learning, works on assumption that bits of information must be grasped before other bits can be comprehended

Simple to Complex Learning

Content is optimally organized in a sequence proceeding from simple subordinate components to complex components, easy to difficult content

Vertical Organization

Sequences of curriculum elements

Horizontal Organization

Blends curriculum elements to create a contemporary studies source

Social Reconstruction-Relevance

Development of Cognitive Processes

Curricular Designs

Curriculum designers are influenced by current research on brain development

Designing a curriculum requires a vision of education's meaning and purpose.

Learner as a Source

Knowledge as a Source

Moral Doctrine as a Source

Society as a Source

Science as a Source

Academic Rationalism

Self Actualization

Curriculum as Technology