1.

Discuss ttre Sabm - tooth (Srrcrd'like) Cuniculurn and ansrYer the

following:
w
a. Does the sabre-tooth cunicrlum still exist at present?
\1 Give examples of your evidence.
b. Desct be $te kind of crrniaulum lhal exisl as described in lhe
artide.
c. \Mrat does the author mean, when he sakl "A cuniculum should
be timeless? Explain.
d. Wlrat is the difierence b€tween education and training?
 A man by (e name of New-Fi t-Hammer-Maker knew how to do thin gs
h is community nedd ed to have done and he had the energy and the willto go
a head and do them. By virtue of th chardcleristics, he Was an educated man.
New - Fist was also a thinker. Then s now, there were few lengths to whioh men
. would not g o to avoid the labour andipain of thought . . . . New-Fist got to tlrc
pointwhere he became strongly dissatisfied with the accustomed ways of his
tribe. He began to catch glimpses of ways in which life might be made better for
l

himself, his family and his group. By virtue of his development, he became a
dangerous man...

New-Fist thgught about how h e could hamess the children's play to better
life of the community. He considered what adults do for survival and introduced
these activities to phildren in a delibeirate ad formal way. These included catching
fish with bare hands, clubbing little qoolly horses, and chasing away-sabre-
toothed-tigers-with-fire. These then became the cuniculum and the community
began to prosper-i,vith plenty of food, hides for attire and protection from threat. "lt
is supposed that all would have gond well forever with this good educational
system, if conditions of life in that colnmunity remained forever the same." But
conditions chan

The glacier began to melt and the community could no longer see the fish
to catch with their bare hands, and ci nly the most agile and clever fish remained
which hid from people. The wooll ly horses were ambitious and decideQ to
leave the region tigers got pne!rmonia and most died. The few remaining
tigers left. ln their place, fierce bearS arrived who would not be chase by ffre. The
community was in trouble.

One day, i1 desperation, som ne made a net from willow twigs and found
new way to catch fish-and the supp !,as even more plentiful than before. The
community also djevised a system traps on the path to snare the bears.
Attempts to chan! e education to include these new techniques however
encountered "ste m opposition."

These are a lso activities we rped to know. Why can't the schools, teach
them? But most of the tribe particulti rly the wise old men who controlled the
school, smiled indulgently at this suq ,gestion. "That wouldn't be education.". it
would be mere training." We don't terach fish grabbing to catch fish, we teach it to
develop a generalized agility which !;an never be duplicated by mere training . . .
and so on. .

" "lfyou had any education yo rself, you would know that the essence of
true educalion is timeless. lt is som ing that endures through changing
conditions like a solid rock standing squarely and firmly in the middle of a raging
torent"

Vtc^V\EL JuN @DERT M. cAsfd;ro5

 (. TIRRICCLUM DE\GLOPT{ENT
Curriculurn: Concepts. Nature and Purposes
- r:riiculum is a lisl r:isubjects to b€ taught rn school
{--

,- lt
rel'ers to the total leamtng experiences of individuals not only in schools but in societl as rvell
-['mdrtional
Points of Vie$,of Curriculum
Curriiulun is a body olsubjects prepared by the teachers for &e students to learn.
Acco;dinp to.
Bobert M. Hutchins "Cuniculum as permanent studies where the rules of grammar, reading, rhetoric, logic.
and nrathemahcs for basic education are emphasizerl'
Arthrrr Bestss - "The rlission of the school should be intellectual tratning, and should focus on the
discrpliner; ol gra.mmar- literature. and rwiting. "
Josetr,ir $4fun'66 'Curri,:rrlum should consist only of knorvledge rvhich comes ftom discipli;-es such as
Eingii rh. illalhemahcs- Scjrrrce. Sociai Studres. and others''

-ttr-ofr-essi ye
Poinls of Yieu' of Curriculurn
,' ii. i,nE ct :;chool sub-iect:;, syllabi. course of stlldy- and list ofcourses do not make a curri,;uium. -l hese can
rlt,1 i,e cnii6'ei curriculum r.f the writlen malerials arr: astualized by the leamer.
[:iro*iih' sFeahni5" curriculurn is defined as the total learning experiences ofthe irdividual.
Accor-ding fo:

Casr*ell and Campbell ''Curricula are experiences of leamers uader the gtridance of teachers'"
-
Sntitlt' Sluley. and Shorts - "Curriculum are a sequence ofpotential experienr;es set up in schools ior the
purpose of disciplining learners"
Marsh and ttillis
"L unrcuium are the expenences in the ciassroom wirich are planoed ano enacteci by the
feacher, and learned by the students.

Points of View of Curriculum Development

i fj,rmculum is a dlnamic process
r Development connotes changes w.hrch are systematlc
r- A chartge lbr the better means anj,alteration, modification of improvement olexistiag 6,orditior.
,. -fr.,
produce positive changes. development should be purposeful, planned and progressive. This is how
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.t, rrr
r rir.,rrUrr€tii ..f \ut
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r trtrtUtD ut r(l(,lrirtt,aaa.

. Qr!pL Twier iWod+t l-{: hr':roths:iaer1 Four fi.rndamenhl priociple-" in exam.ining e ,,rriculunr in -schcols
' )'t:';r i.n;rciple::
i \:t'i u't e,nt.uttonal pulposes should the school seek to attain?
,1. wi:al cclrcational experiences can ire prrovided that are likely to attain these purposes?
,j tj{r',{ cait these e<iucationai e-'rperiences ire effectiveiy organized?
4- llo,v can we deterrnine rvhether these purposes are being atBined or not?

Tfier's Model show that in cunicuh.rm delelopment, the follorvtng considerations should be made.
L Purposes of the school
_ r 1..-^!:^-^l ^-----^-^^^ -^l^r--r.^,L^
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frul |^jr\,ir
3. Organization of the experiences
4. Er.arluation of the exa,eriences
Hilda I'aba $Iodel: She trlieved that teachers who teach the curriculum should participate in developing it
.ir.^ r.r^.onra,l .ai.-- .titu t,r har mnrl-l .,,tr-.a r--^h-." h-.,- - --i^- i--,r
^^'.ll
.l.Diagnosis of leamers needs and expectations oflhe larger society
2. Fr:nnulation of ieaming
')bjectives
3. Selection of learning content
4. Organi;4tion of leaming content
5. Seie!-ri{rn oi ieaming experiences
b. Organization of learning expenences
7. Determination of what to evaluate and means of doing it.

Types of Curriculum Operating in Schools

a1r rar r \Jlaurullr ueS\,r rutis 5( v(.lr t) l-niS rrr tr.lilrrulullr ul]gl4rlllg rii sulltli.ris.

1. Recommended currieulum - most cumcula are recommended by a national agency such as.
Department of Education (DepEd), Commission on Higher Education (CHED), Department of ..,cience and
Technolog (DOST)- Techrical Education and Skills Development Authority (TESDA).

2. \Iirittcn curriculum -
this includes documents or course of study handed dov,n to schools for
implt:mentation-
\4ost llritten cumcula are made by curriculum exlrcrts with participation of teachers. These are pilot-tested
or tri,:d out in sample schools or populatron.

'rr.
laught curriculun -
the differcnt plmned school activities that are put into action in the classroom.
lhes,: are used b1', the leamers with the guidance of the teachers.

4. Supporrcd curriculum these refers to matenals which support teachers in the implementation cf a
-
curriculum. These are textbooks, computers, audio visual materials, Iaboratory equipments, playgrounds, and
other tacllrtles.

5. Assessed curriculum - these refers to a tested or evaluated curriculum done during and,or end ofteaching
episodes. A series of evaluation are done by teachen to tell if the students are progressing. These are aided
with tests. exams, and portfolios.

6. Learned curriculum - refers to the leaming outcomes ashieved by the students which are indicated by
the result ofthe tests, and changes in behaviour vvhich can either be cogrritive, affective. and psychomotor.

7 Hidden curriculum - theee ret'en to unplanned cumculum but may inlluence leamirrg. These includes
peer influence, schooi environment. physical condition, teacher-leamer interaction, alrd even mood of
teachers.

Illajor Foundations of Curriculum

.Philo;ouhical Fo trons of Curiculunt
Phrler;ophy provides educators and curriculum makers with framework for planning, implemerrting. and
evaluating curriculum in schools.
It helps rn dnstvering uhat are schools for, what subjects are important, how students should leam- and rvhat
materials and methods should tre used.
Four educational philosophies and how these relate to curriculum, and matched with the aim of education.
role of educatlon, tbcus rn the cumculum and cumculum trenris.

1
cl-
 I . Perennialism
Ai;ii itf Eiiucai iiiii - to educate the iationa.l persoii; to cultivate the intellect
Role of Fd.ucation - teachers help students to think with reason
f,'ocus in the Curriculum - <:lassical subjects, literary analysis, and constant curriculum
Currtculum Trends - use of great books and retum to liberal arts.

2. nssentirlism
,'Ii,rlt c,f l'.duccttior, - To pronlote the intellectual grow.th gf the individual and educate a competent person
lltle ,t Education - the teacher is the sole authority in his subject area or field of specialization
litcu.; in t.hL (lurrtculun - (:ssential skills reading, rwiting, and arithmetic
(irrrculun I'reruli - excellence in education, back to basics and culfural literacy

3. Progressivism
Aim of Education - to promote democ.ratic and social living
Role ofEducation - knowledge leads to growth and development of learners who leams bv doing
Focus in the Curriculum - focuses on student's interests and human affairs
Curriculurn Trends - school reforms, relevant curriculum, and humanistic educalion

4. Recorstructionism
Aim of Education - to improve and reconstruct iucation
Ilole of Educatioa - teachers act as agents of change in various projects and research
f ocu:; in the Curriculum - focus on present and future trends and issues of national and intemational interest
('urriculum 'l'rends - equziity of educahonal opportunties and access to giobal edrrcation

Historical Foundations

The American educational system has the greatest influence on our educational system. Here are several
curriculum theorists and how they view curriculum from a historical persp€ctive.

1. f ranklin Bobbjt (1876-1956) - he presented a curriculum that emphasizes the students'need and
prepares him for adult life.

2. Werret Charters (1875-1952) - he developed Bobbit's curriculum which also gives emphasis on
students' need. But the subject matter and activities are planned by the teacher.

3. William Kilpatrick (1871-1965) - he developed a child-centered curricula wfiich focuses on the child's
grollth and development. The curriculum also developed social relationships and small grorrps.

4 Harold Rugg ( I 886-1969) - he emphasized a child-centered curriculum which leaming activities

produces outcomes. It also emphasized social studies and the teacher plans the curriculum in advance.

5. Eollis Caswell (1901-1989) - emphasized a curriculum whose subject matter is developed around social
functions and leamer's interest which are based on the srudents' experiences.

6 Relph Tyler (1902-1994) - he developed a curriculum based on students' needs and interests. The subject
matter is organized in tenns of knowledge. skills, and values. The curriculum process also enrphasized
probli:m solving-

. Thts 'mphes that currrculum is ever changing putting in knorvledge and content form many fields of
i.. ^: - l l.-.--
r
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9
 Psvblolosical Foundati ons

Psychology prorides a basis for the teaching and leaming process. We shall corsider three
lgroups of leaming
theories

l. Behaviorist Psychologl

Learning should be organzed in order that srudents can experience success in the process of
mastering the subject matter

Robert Gagne developed a hierarchical leaming or sets of behaviour and leaming oulcomes:

I - intellectual skills or "knowing how" to categorize and use symbols, fbmring concepts
anrl problon solving
2.information of "knowing rvhat" knowledge about facts, dates and names
3, cognitive strategies or learning skills
4. motor sliills
5. attiludes- feelings and emotions learned through experiences

' J. Co1;nitive Psychology

This-is focused on how individuals process infonnation and how they monitor and manage thinking.
Leamine constitutes a logical method for organizins and interDreting leaming. Teachers use a lot ofproblem
solving and thinking skills in teaching and leaming. These includes reflective thinking, creative tlrinking,
intuitive thinking discovery leaming, and many othen.

3. Humanistie Psycholory

It is observed to be the third force leaming theory. These are concerned with how leilrners can
develop their human potential. lt is also where leaming can be explained in tenns ofthe **roleness ofthe
problem and where the environment is changing and the leamer is continuously reorganizing his perceptions.

This approach in concerned with the process and not results, personal needs not subject matter, psychological
meaning and environmenlal situatlons.

Soctal Foundations

. School exists wirhin the social context. The way school building are structured, the way classroom
' . and st,rdents are organized reflect the cultural views and values of the societv.

Schools are one of the many irxtitutions that educate society. They are foflnal institutions that
address more complex and interrelated societies and the world. School are made to help and unders&md the
last changes ofthe society. In order for school to be relevant, school curricula should address dilersity,
explorahon of knowledge, schoo! reforms, and education for al!.