Foundation

s of
Curriculum
Reporters: Sheena Mae
Pahid
Ashley Pogado
Foundations of Curriculum
1. Philosophical Foundations
Educators, teachers, educational
planners and policy makers must have a
philosophy or strong belief about
education and schooling and the kind of
curriculum in the teachers' classrooms
or learning environment. Philosophy of
the curriculum answers questions like:
What are schools for? What subjects are
important? How should students learn?
The various activities in school are influenced in one way
or another by a philosophy. John Dewey influenced the use
of "learning by doing", he being a pragmatist. Or to an
essentialist, the focus is on the fundamentals of reading,
writing and arithmetic, the essential subjects in the
curriculum.
There are many philosophies in education but we will
illustrate only those as presented by Ornstein and
Hunkins in 2004.
A. Perennialism
(Plato, Aristotle or Thomas Aquinas)
Aim: To educate the rational person; cultivate intellect
Role: Teachers assist students to think with reason (critic
thinking: HOTS)
Focus: Classical subjects, literary analysis
Curriculum is enduring
Trends: Use of great books (Bible, Koran, Classics) and
Liberal Arts
 B. Essentialism
William Bagley (1974-
1946)
Aim: To promote intellectual growth of
learners to become competent

Role: Teachers are sole authorities in the

subject area
Focus: Essential skills of the 3Rs; essential
subjects
Trends: Back to basics, Excellence in
 C. Progressivism
John Dewey (1859-
1952)
Aim: Promote democratic social living
Role: Teacher leads for growth and
development of lifelong learners
Focus: Interdisciplinary subjects. Learner-
centered. Outcomes-based
Trends: Equal opportunities for all,
Contextualized curriculum, Humanistic
education
 D. Reconstructionism
Theodore Brameld (1904-
1987)
Aim: To improve and reconstruct society.
Education for change
Role: Teacher acts as agent of change and
reforms
Focus: Present and future educational
landscape Trends: School and curricular
reform, Global education, Collaboration and
Convergence, Standards and Competencies
2. Historical Foundations

Where is curriculum development coming

from? The historical foundations will show to us
the chronological development along a time
line. Reading materials would tell us that
curriculum development started when Franklin
Bobbit (1876-1956) wrote the book "The
Curriculum." Let us see how each one
contributed to curriculum development during
his own time. Here are eight among the many
Persons Contributions /
Theories and
Principles
Franklin Bobbit • He started the
(1876-1956) curriculum
development
movement.
• Curriculum as a
science that
emphasizes students'
needs.
• Curriculum prepares
learners for adult life.
Werret Charters (1875- • Like Bobbit, he posited
1952) that curriculum is
science and emphasizes
students' needs.
• Objectives and activities
should match. Subject
matter or content relates
to objectives.
William Kilpartick • Curricula are purposeful activities
which are child- centered.
(1875-1952) • The purpose of the curriculum is
child development and growth.
He introduced this project
method where teacher and
student plan the activities.
• Curriculum develops social
Harold Rugg (1886-1960) • Curriculum should develop
the whole child. It is child-
centered.
• With the statement of
objectives and related
learning activities, curriculum
should produce outcomes.
• He emphasized social studies
and suggested that the
teacher plans curriculum in
advance.
Hollis Caswell (1901-1989) • Curriculum is organized around social
functions of themes, organized
knowledge and learner's interest.
• Curriculum, instruction and learning
are interrelated.
• Curriculum is a set of experiences.
Ralph Tyler (1902- • Curriculum is a science and an
extension of school's philosophy.
1994) It is based on students' needs
and interest.
• Curriculum is always related to
instruction. Subject matter is
organized in terms of knowledge,
skills and values.
• The process emphasizes problem
solving. Curriculum aims to
educate generalists and not
specialists.

Hilda Taba (1902- • She contributed to the

theoretical and pedagogical
1967) foundations of concepts
development and critical
thinking in social studies
Peter Oliva (1992- • He described
2012) curriculum change as
a cooperative
endeavor.
• Teachers and
curriculum specialist
constitute the
professional core of
planners.
• Significant
improvement is
achieved through
3. Psychological Foundation of
Curriculum
Psychology provides a basis to understand the
teaching and learning process. It unifies
elements of the learning process. Questions
which can be addressed by psychological
foundations of education are: How should
curriculum be organized to enhance learning?
What is the optimal level of students'
participation in learning the various contents of
the curriculum? In this module, we shall consider
3.1 Association and
Behaviorism
Persons Contributions/Theories
and Principles
• He is the father of the
classical conditioning
theory, the S-R theory.
• The key to learning is
early years of life is to
train them what you want
them to become.
• S-R Theory is a
Ivan Pavlov (1849- foundation of learning
1936) practice called
 • He championed the
connectionism theory.
• He proposed the three laws of
learning:
1. Law of readiness
2. Law of exercise
Edward Thorndike (1874- 3. Law of effect
1949) • Specific stimulus has specific
response.

• He proposed the hierarchical

learning theory.
• Learning follows a hierarchy.
• Behavior is based on prerequisite
conditions.
• He introduced tasking in the
Robert Gagne (1916- formulation of objectives.
3.2 Cognitive Information Processing
Theory
Persons Contributions/Theories
and Principles
• Theories of Jean Piaget
• Cognitive development has stages
from birth to maturity.
• Sensorimotor stage (0-2),
Jean Piaget (1896-1980) preoperational stage (2-7), concrete
operations stage (7-11) and formal
operations (11 - onwards).

• Keys to learning
• Assimilation (incorporation of new
experience)
• Accommodation (learning
modification and adaptation)
• Equilibration (balance between
Lev Vygotsky • Theories of Lev Vygotsky
• Cultural transmission and

(1896-1934) development stage. Children

could, as a result of their
interaction with society,
actually perform certain
cognitive actions prior to
arriving at developmental
stage.
• Learning precedes
development.
• Sociocultural development
theory.

• Keys to Learning
• Pedagogy creates learning
processes that lead to
 • Gardner's multiple
intelligences
• Humans have several
different ways of
processing information
and these ways are
Howard Gardner relatively independent of
one another.
• There are eight
intelligences: linguistic,
logical-mathematical,
musical, spatial,
bodily/kinesthetic,
Daniel Goleman • Emotion
contains the
power to affect
action.
• He called this
Emotional
Quotient.
3.3 Humanistic
Psychology
Persons/Symbols Contributions/Theories
and Principles
Gestalt Theory
• Learning is explained in terms of
"wholeness" of the problem.
• Human beings do not respond to
isolated stimuli but to an organization or
pattern of stimuli.
Gestalt • Keys to learning
• Learning is complex and abstract.
• Learners analyze the problem,
discriminate between essential and
nonessential data, and perceive
relationships.
Learners will perceive something in
relation to the whole. What/how they
 • He advanced the Self-
Actualization Theory.
• Classic theory of human needs
• A child whose basic needs are
not met will
• not be interested in acquiring
Abraham knowledge of the world.
• He put importance to human
Maslow (1908- emotions, based on love and
trust.
1970)
Key to learning
• Produce a healthy and happy
learner who can accomplish,
grow and actualize his or her
human self.
 • Nondirective and therapeutic
learning
• He established counselling
procedures and methods for
facilitating learning.
Carl Rogers • Children's perceptions, which
are highly individualistic,
(1902-1987) influence their learning and
behavior in class.

Key to learning
• Curriculum is concerned with
process, not product; personal
needs, not subject matter,
 4.0 Social Foundations of
Curriculum Contributions/
Theories and
Persons/Symbols Principles
• Society as a source of
change
• Schools as agents of
Schools and Society change
• Knowledge as an
agent of change
 • Influence of society
and social context in
education
• Things that surround
individuals can
Emile change, develop their
Durkheim behavior.
• Considered two
(1858-1917) fundamental
elements which are
schools and civil
society
 • Wrote the book Future
Shock
• Believed that knowledge
should prepare students
for the future
• Suggested that in the
Alvin Toffler future, parents might have
the resources to teach
prescribed curriculum
from home as a result of
technology, not in spite of
it. (Home Schooling)
• Foresaw schools and
 Other Theorists
• Education as a means of
shaping the person and
society through critical
reflections and
"conscientization"
• Teachers use questioning and
Paolo Freire problem posing approach to
raise students' consciousness
1921-1997 • Emphasis on questioning
problem posing and critical
thinking
• Major book: Pedagogy of the
Oppressed, 1968
 • Curriculum organized around
needs of society and the
students
• Reduce student conformity in
classroom
• Constant need for school
improvement
John Goodlad • Emphasis on active learning
and critical thinking
1920-2014 • Involvement of students in
planning curriculum content
and instructional activities
• Need to align content with
standards
• John Goodlad 1920-2014
 • Broaden the conception
of curriculum to enrich
the practice
• Understand the nature of
the educational
William Pinar experience
• Curriculum involves
1947- multiple disciplines
• Curriculum should be
studied from a historical,
racial, gendered,
phenomenological,
postmodern, theological
Legal Foundation of Curriculum

Curriculum Development must

be governed by laws
promulgated by the
enstitution. The naational
legislative body promulgates
Legal Foundation of Curriculum
In the Philippines, there are three levels of
education, namely: elementary, secondary,
and tertiary. Public and private elementary
and secondary education falls under the
jurisdiction of Department of Education
(DepEd).
Article XIV, Sec. 3, par. 1 and 2,
1987 Constitution

All educational institutions shall

include the study of the
constitution as part of the
curricula. They shall carry out the
objectives of Philippine education,
such as the following:
We are training Filipino students to thrive in
their respective careers by equipping them
with more than just knowledge and skills. We
are nurturing learners who can make a
difference in their life while also illuminating
the lives of many.
Article XIV, Sec. 3, par. 1 and 2, 1987
Constitution

Strengthen ethical and spiritual

values
Develop moral character and
personal discipline
Encourage critical and creative
thinking
Education Act of 1982

This was an act providing for

the establishment and
maintenance of an integrated
system of education. In
accordance with Section 2,
Education Act of 1982

National development goals are as

follows:
To achieve and maintain an
accelerating rate of economic
development and social progress.
To assure the maximum participation
of all the people in the attainment and
enjoyment of the benefits of such
Republic Act No. 7722
Known as the Higher Education Act
of 1994, the Act created the
Commission on Higher Education
(CHED) whose main task is to
regulate and develop tertiary
education in the Philippines.

Three governing bodies as part of

Republic Act No. 7722

The goals of higher education

are:

• Quality and Excellence

• Relevance and
Republic Act No. 7796
The Technical Education and
Skills Development Authority
(TESDA) was established
through the enactment of
Republic Act No. 7796
otherwise known as the
"Technical Education and Skills
Development Act of 1994",
Republic Act No. 7796
TESDA is mandated to:
Integrate, coordinate and
monitor skills development
programs;
Restructure efforts to promote
and develop middle-level
manpower;
Approve skills standards and
Assist trainers training programs
At the same time, TESDA is expected to:
Devolve training functions to local governments;
Reform the apprenticeship program;
Involve industry/employers in skills training:
Formulate a skills development plan;
Develop and administer training incentives;
Organize skills competitions; and
Manage skills development funds.
Republic Act No. 7796
RULE I POLICIES AND
OBJECTIVES

SECTION 1. Title. These Rules

shall be known and cited as the
Rules and Regulations
SEC. 2. Declaration of Policy. - It
is the declared policy of the State
to provide relevant, accessible,
high quality and efficient technical
education and skills development in
support of the development of high
quality Filipino middle-level
manpower responsive to and in
accordance with Philippine
Private Sector Participation. - The State
shall encourage the active participation of
various concerned sectors, particularly
private enterprises, being direct
participants in and immediate beneficiaries
of a trained and skilled workforce, in
providing technical education and skills
development opportunities. providing
technical education and skills development
SEC. 3. Statement of Goals and Objectives.
The goals and objectives of TESDA Act of
1994 (hereinafter cited as Act) are as follows:
International Competitiveness

Quality Middle-Level Manpower

Scientific and Technical Knowledge Base

Roles of Public and Private Institutions
Desirable Values
Republic Act No. 7796
RULE II TECHNICAL EDUCATION AND
SKILLS DEVELOPMENT PLAN
SEC. 1. Formulation of a Comprehensive
Development Plan for Middle-Level
Manpower.
SEC. 2. President's Approval.
SEC. 3. Assistance of the Private Sector
and the Academe.
SEC. 4. Reformed Industry-Based
Training Program.

SEC. 5. Review and Endorsement of

Agencies' Budgets.

SEC. 6. TESDA's Evaluation of

Agencies' Programs.
In summary, the foundation upon which
curriculum is based are educational
philosophies, historical developments,
psychological explanations, and societal
influences. All of these foundations are
interrelated.
Thank you
for
listening