KRISTINE T.

BALANGUE CTP 11

EDUC 139

July 9, 2011 Prof. Yolly Del Rosario

There are four (4) major foundations of curriculum, namely, Philosophical, Historical, Psychological, and Social. This report will give the reader an overview on as to how these foundations came to be and who were the significant people who served as the major influences in revolutionizing Education as we see and experience it today. I. MAJOR FOUNDATIONS OF CURRICULUM A. PHILOSOPHICAL FOUNDATION Philosophy provides the framework of curriculum for teachers, educators, and curriculum developers. Each curriculum provided by these people reflects their various experiences in life. Below are the four educational philosophies and the ways on how these philosophies influenced education significantly: a. PERENIALISM o Robert Maynard Hutchins - Hutchins decries "the service-station conception of a university," under which the institutions of higher learning see their role as catering to the "passing whims of the public. - developed a Great Books program in 1963
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Mortimer J. Adler Six indispensable conditions must be met in the effort to develop a sound moral philosophy that corrects all the errors made in modern times. - further developed Hutchins curriculum based on 100 great books of western civilization.

b. ESSENTIALISM
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o o o o

William Bagley - took progressivist approaches to task in the journal he formed in 1934. James D. Koerner (1959) H. G. Rickover (1959) Paul Copperman (1978) Theodore Sizer (1985).

KRISTINE T. BALANGUE CTP 11

EDUC 139

July 9, 2011 Prof. Yolly Del Rosario

c. PROGRESSIVISM
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John Dewey - Foremost proponent. - One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. - Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority.

d. RECONSTRUCTIONALISM

o Theodore Brameld (1904-1987) - Founder of social reconstructionism, in reaction against the realities of World War II. - He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion. o George Counts (1889-1974) - recognized that education was the means of preparing people for creating this new social order. o Paulo Freire (1921-1997) Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. - Humans must learn to resist oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression. Rather than "teaching as banking," in which the educator deposits information into students' heads, - He saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

KRISTINE T. BALANGUE CTP 11

EDUC 139

July 9, 2011 Prof. Yolly Del Rosario

B. HISTORICAL FOUNDATION The historical development of curriculum shows the progress made by different educators. The Philippine education system came about from various foreign influences, of which, the American educational system has the greatest influence on our education system. Below are some of the significant people who contributed to the development of education in the Philippines.
a. Franklin Bobbit (1876-1956)

Presented curriculum as a science that emphasizes on students needs. Goals can only be achieved if instructional activities and tasks are clarified.

b. Werret Charters (1875-1952)

Followed Bobbits idea on how curriculum is a science. Believed that listing down objectives and matching it corresponding activities would ensure learning. Teachers should plan all activities and subject matter.

c. William Kirpatrick (1871-1965)

Curricula are purposeful child-centered activities. Introduced the Project Method.

d. Harold Rugg (1886-1960)

Child-centered curriculum that centers on the childs development as a whole. He emphasized on Social Studies and planning of curriculum in advance.

e. Hollis Caswell (1901-1989)

Believed that curriculum is a set of experiences.

KRISTINE T. BALANGUE CTP 11

EDUC 139

July 9, 2011 Prof. Yolly Del Rosario

For him, subject matter is developed around social functions and learners interests

f. Ralph Tyler (1902-1994)

Curriculum is a science that is an extension of the schools philosophy and it is always related to instruction. Curriculums aim is to educate generalists and not specialists

C. PSYCHOLOGICAL FOUNDATION a. Behaviorist Psychology

o o o o o

Edward Thorndike Ivan Pavlov B.F. Skinner Albert Bandura Robert Gagne

- Connectionism - Classical conditioning - Operant conditioning - Modeling and observation theory - Hierarchical learning: 1. Intellectual skills 2. Information 3. Cognitive strategies 4. Motor skills 5. Attitude, feelings, emotions

b. Cognitive Psychology
o o o o o

Jean Piaget Lev Pygotski Howard Gardner Felder and Silverman Daniel Goleman

- Cognitive development stages - Social constructivism - Multiple intelligence - Learning styles - Emotional intelligence

c. Humanistic Psychology o Gestalt

- learning can be explained in terms of the wholeness of the problem and where the environment is changing and the learner is continuously. reorganizing his or her perceptions.

KRISTINE T. BALANGUE CTP 11 o o

EDUC 139

July 9, 2011 Prof. Yolly Del Rosario

Abraham Maslow Carl Rogers

- Theory of human needs for selfactualizing persons. - Non-directive lives

D. SOCIAL FOUNDATION a. Home b. Family c. Community d. Structure of school buildings e. Cultural views f. Values of society

II. LINEAR MODEL PROCESS The linear model process is really simple, the information was passed down a chain
of command. The school administration would tell the teachers what to teach and the teachers would then tell the students what they had to learn.

III. Sources: Bilbao, P.P. (2008). Curriculum Development, Manila: Lorimar Publishing.

en.wikipedia.org/wiki/Educational_essentialism
www.Socyberty.com/philosophy/perenialism-as-a-school-of-philosophical-thought www.bayarea.net/~kins/aboutme/Hutchins-as-a-frame

www.socialmediaschools.com/what-does-social-media-mean-for-our-schools