Visual Representation

Traditional Philosophy

Focus on knowledgeTeacher centralHistorical componentAcademic and cognitive learning

Perennialism

Academic / Cognitive

Realism

Single subject focus on intellectuals

Socratic method

Teachers share ideas of the Western World

Essentialism

Academic / Technological

Idealism / Realism

Multi-subject approach
Students are taught by ability
Improving intellectual ability in one area transfers to others
Education of rational students

Contemporary Philosophy

Focused on futureStudent centeredProblem solvingHolistic approach

Progressivism

Pragmaticism

Humanistic

Holistic approach to teaching

Teachers are seen as guides

Stays away from content or knowledge focus

Education based around interests

To foster active learning

Reconstructionism

Social focus (creating a better society)

International Educaiton

Pragmaticism

Teachers look at global issues and promote change

Requires learners to use critical analysis

Local, national, and international community

Objective to contribute to the common good

Encourages industrial and political changes

Subject Centered Design

Widely accepted by school systems

Knowledge & Content based

Heavily influenced by textbooks

Standardization

Strong academic focus

Based on essential knowledge (later further developed into sub-categories)

Content rely on teachers as Subject Matter Experts and textbooks adopted by particular schools

Learner Centered Design

Learning should match learner's development level

Learning should be integrated into learners' lives

Teachers work around students strengths

Student led instruction

Knowledge organized based on learners' perspective

Process oriented instruction

Learn through subject instead of learning the subject

Relevant and meaningful to the learner

Should occur in natural settings

Focus on more than academics

World Interaction

Physical Knowledge

Social knowledge

Emotional knowledge

Logical knowledge

Problem Centered Design

Focus on ill-structured problem solving

Requires learners to use past experience to analyze the problem

Uses both society's problem and learner's life situation as a basis for curriculum design

Social issues at the fore-front

Objective is for learners to be able to address the situation and involve them in improving society

Social improvement through the involvement of the schools and learners

Pushes cultural norms

Cultural centered

Technology

Incorporation into curriculum

Looks into the communication of knowledge

Looks at "how" to teach more than "what" to teach

Objective is to maximize learners' achievement through a systematic approach

Full integration

Medium of instruction

Subject matter as the main content source

Activities are planned according to the subject matter (key is the organization of knowledge for easier learning)

References

Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspective of curriculum and instructors, pp. 21-37 (Master's Thesis) Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.McNeil, J. D. (2006). Contemporary curriculum in thought and action (6th ed., pp. 1-13, 24-34, 44-51, 60-73). Hoboken, NJ: John Wiley & Sons. 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. Read Chapter 6, pp. 149-173. Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.