Philosophical Foundations

Foundations of Curriculum
 Philosophy
- Study of wisdom (Love of wisdom)

Philosophy fundamental question:

Metaphysic - What is real?
Epistemology - What is truth?
Axiology - What is of value?
Philosophy and Curriculum
“Philosophy is the beginning point in
curriculum decision making and is the
basis for all subsequent decisions
regarding curriculum” – John
Goodland
 Philosophy provides educators, teachers
and curriculum makers with framework for
planning, implementing and evaluating curriculum
in schools. It helps in answering what school are
for, what subjects are important, how students
should learn and what materials and methods
should be used. In decision making, philosophy
provides the starting point and will be used for the
succeeding decision making.
The philosophy of a curriculum planner,
implementer or evaluator reflects his or her life
experiences, common beliefs, social and
economic background and education.
Perennialism Essentialism

Reconstructio-
Progressivism nism
Four Educational Philosophies

• To educate the rational person;

Aim of
Education • To cultivate the intellect

Role of
• Teachers help students think with reason
Education

• Classical subjects, literary analysis and

Focus in the
Curriculum
curriculum is constant

Curriculum
• Use of great books and return to liberal arts
Trends
Four Educational Philosophies

• To promote the intellectual growth of the individual

Aim of and educate a competent person
Education

• The teacher is the sole authority in his or her subject

Role of area or field of specialization.
Education

• Essential skills of the 3 R’s and essential subjects of

Focus in the English, Science, History, Math and Foreign Language.
Curriculum

• Excellence in education, back to basics and cultural

Curriculum literacy
Trends
Four Educational Philosophies

• To promote democratic and social living

Aim of
Education

• Knowledge leads to growth and development of lifelong

Role of learners who actively learn by doing
Education

• Subjects are interdisciplinary, integrative and interactive.

Curriculum is focused on students’ interests, human problems
Focus in the
Curriculum and affairs

• School reforms, relevant and contextualizes curriculum,

Curriculum humanistic education
Trends
Four Educational Philosophies

• To improve and reconstruct the society

Aim of
Education
• Education for change

• Teachers act as agents of change and reform in

Role of
Education
various educational projects including research

• Focus on present and future trends and issues of

Focus in the
Curriculum
national and international interests.

• Equality of educational opportunities in

Curriculum
Trends
education; access to global education
Philosophical

Psychological Social
 •Franklin Bobbit (1876-1956) -
presented curriculum as a
science that emphasizes on
students' need. Curriculum
prepares for adult life.

•Werret Charters (1875-1952)

- considered curriculum also
as a science which is based
on students' need and the
teachers plan the activities.
 •William Kilpatrick (1871-1965)
– viewed curriculum as
purposeful activities which are
child-centered. The purpose of
curriculum is child development
and growth.

•Harold Rugg (1886-1960) -

Curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the lesson
in advance.
 •Hollis Caswell (1901-1989)
- sees curriculum as
organized around social functions
of themes, organized knowledge
and earner's interests.

•Ralph Tyler (1902-1994)

- believes that curriculum is a science
and an extension of school's
philosophy.
 Schools exist within the social context . Societal culture
affects and shapes schools and their curricula.

In considering the social foundations of curriculum, we

must recognize that schools are only one of the many
institutions that educates society. The home, the family,
community, likewise , educate the people in the society.
But schools are formal institutions that address more
complex and interrelated societies and the world.
Society as ever dynamic is a source of a very fast changes
which are difficult to cope with and to adjust to. Thus,
schools are made to help to understand these changes. In
order for schools to be relevant, schools curricula should
address diversity, explosion of knowledge, school reforms
and education for all.

The relationship of curriculum and society is mutual and

encompassing. Hence, to be relevant, the curricula should
reflect and preserve the culture of society and its
aspirations. At the same time, society should also imbibe
the changes brought about by the formal institutions
called schools.