Running head: SOCIAL FOUNDATIONS OF CURRICULUM

Social Foundations of Curriculum

Rogelio Nava Jr.
Concordia University

SOCIAL FOUNDATIONS OF CURRICULUM

Social Foundations of Curriculum

In chapter seven of Curriculum Foundations, Principles, and Issues authors Ornstein and Hunkins tackle
the last of the major influences on curriculum; the extrinsic and at times intrinsic influences exerted by society. The
assertion here is that like in Chapter three the Historical Foundations of Curriculum, curriculum is shaped by the
constructs from which it is created. The authors progress through a chronological history of the changing American
society and how it influences curricularists and is reflected in curriculum design. David Reismans thesis of the
three major societal classifications is discussed at length in order to draw parallels to the way in which traditionaldirected character adhered to strict, traditional group mentality, inner-directed society drew strength from
individuality, personal enterprise and drive to the final character, other-directedness which experts agree is becoming
a dominant societal approach in the U.S. This last character is marked by teamwork, group integration,
gregariousness, organizational behavior, and homogenized suburbs, (Ornstein and Hunkins 2013) and stands in
stark contrast to the societal character that preceded it. The authors highlight the transformative and permeating
nature of society and its ability to alter the very foundations upon which curriculum is designed. Curricularists must
remain cognizant of the times and adjust. Often curriculum is devised in such a manner that one can draw
conclusions as to the state of society during the time of its design; the character of society is that influential.
I felt as though the connection between the increase of American parents in the workforce, the boom in
latchkey children and the role of the peer group in shaping students morality was clearly defined but felt a bit like a
slippery slope. By stating that parents have, due to long work weeks, unintentionally turned over their authority in
moral development and handed it over to the peer group stands in contrast to statements made by the authors that
students only learn from other students due to the equitable environment they create for themselves. While the peer
group is important in developing the self, I feel that parents set the standards, expectations, and model proper moral
character while also building moral knowledge. My belief is that parents should be the exemplar from which
children build a morality mold. They then carry this ideal with them into social settings, usually school, and at that
point, through observation and discussion those ideals are affirmed or weakened based upon the collective peer
influence. In this way, it is my belief that the peer group is more of an influencer rather than originator for moral
character and knowledge.
This chapter has done more than simply influence my thinking on the topic of societys role in curriculum
design and development. It has explicitly outlined for me the role society plays and made clear the notion of how

SOCIAL FOUNDATIONS OF CURRICULUM

try as we might to remain objective, society continues to play an ever-present role in curriculum design. Through
the unpacking of the concepts of moral character, knowledge, as well as the impact of the school culture I have
gained a deeper understanding of the myriad factors that contribute to the creation of curriculum.

References
Ornstein, A., & Hunkins, F. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston: Pearson.

SOCIAL FOUNDATIONS OF CURRICULUM