Philsophical foundation of Curriculum

Philosophical Foundation

of Curriculum

For example, JOHN DEWEY (1916) looks at

“education as a way of life” a laboratory in which philosophy becomes concrete and is tested

School Purposes

Studies ofLearners

Suggestionsfrom Subject

Specialists

Studies of

Contempo-rary Life

Use of Psycho-logy of

Learning

Use of Philosophy

Perennialism Essentialism Progressivism Roconstructionism

Aim of Education

To educate the rational person ; To cultivate the intellect

To promote the intellectual growth of the individual and educate a competent person

To promote democratic and social living

To improve and reconstruct society education for change

Role of Education

Teachers help students think with reason

The teacher is the sole authority in his or her subject area or field of specializa-tion

Knowledge leads to growth and development of lifelong learners who actively learn by doing

Teachers act as agents of change and reform in various educational projects including research.

Perennialism Essentialism Progressivism Reconstructionism

Focus in the curriculum

Classical subjects, literary analysis and curriculum is constant

Essentials skills of the 3R’s and essential subjects of English, Science,History, Math,And Foreign Language

Subjects are interdiscipli-nary, integrative and interactive.Curriculum is focused on students interest, human problems and affairs

Focus on present and future trends and issues of national and international interests

Curriculum Trends

Use of great books and return to liberal arts

Excellence in education, back to basics and cultural literacy

School reforms, relevant and contextualizedCurriculum, humanistic education

Equality of educational opportunities in education, access to global education.

Philosophical Foundations of Education The most remarkable thing about

philosophy…is that the questions raisednever seem to get answered.

- The most significant philosophy…most of the world’s religions are based on idealism- Idealism as idea-ism- Plato—the Academy opened in 397 B.C., believed that material things are of littleconsequence…the everyday world of things and objects is a shadowy copy of the true idea which the soul carries within itself from heaven, reason is rooted in a spiritual soul.

Idealism

-No discipline problems, because the teacher knows the content well, likes to teach, and knows the students- The idealist philosophy views the school as representing the community

Idealist philosophers

- Plato, Descartes, Kant, Spinoza, Leibniz, Hegel, Schopenhauer- Students are encouraged to stretch themselves through higher-level thinking to become truth seekers- The teacher will devote considerable time and energy to the one who goes astray

Realism

- Objects exist regardless of how we perceive them- Focuses on the scientific method and personal experience- The crux of realism is science—empirical, objective, and experimental…with precisemeasurements

Realist philosophers

- Aristotle, Comenius, Pestalozzi, Herbart, Montessori, Hobbes, Bacon, Locke- Thomas Jefferson and Horace Mann embraced realism- Accountability in the schools is an outgrowth of realism

Existentialism

- Focuses on the individual- Not a logical theory, but one that can be felt as an attitude or mood- Awareness, anxiety, choice take on special meaning- Revolt against the traditional philosophical stance- A way of life which involves one’s total self in complete seriousness about the self

Existentialist philosophers

- Kierkegaard, Sartre, Nietzsche- Kierkegaard—themes of passionate choice, absolute freedom, total responsibility- Life must be understood backward, but lived forward- The theory focuses on value questions

Goals and Objectives

Institution should define overall goals and aims for the curriculum.

Specific measurable knowledge, skill/ performance, attitude, and process objectives should be stated for the curriculum.

Learning goals and outputs for every course and subject should be compatible with mission of institution.

An aim indicates the direction or orientation of a course in terms of its content.

An aim is written in terms of level, teaching intentions and management of learning.

The aims of the course encapsulate the purpose of the course and what the institution trying to do in providing the course.

Aims are therefore more about teaching and the management of learning.

Learning Outcome is an expression of what a student will demonstrate on the successful completion of a course.

Learning outcomes are related to the level of the learning; indicate the intended gain in knowledge and skills that a typical student will achieve and should be capable of being assessed.

Learning outcomes are more about the learning that is actually to be achieved by the learner.

The outcomes are coherent with the educational vision. These objectives make it also clear to the student what may be expected of the course.

The EndThank you for listening

Prepared by: Gabalones, Sharmine Jewel S.