Subtitle

WHAT IS
CURRICULUM
DEVELOPMENT?
TRADITIONALISTS
vs.
PROGRESSIVISTS
Subtitle


SYLLABUS
and
CURRICULUM
What do you think is
the die!en"e#


Definition of
Sylla!"
u
A general overall plan of the content
that the school should offer the student
by way of qualifying him for graduation
or certification or for entrance into a
professional or vocational field
Good$%&'()%*&


C!##i$!l!%
definition"
n.
+u!!i"ulu, is a dyna,i"$ eve!-
"han.in. se!ies o /lanned lea!nin.
e0/e!ien"es.
n.
+u!!i"ulu, is eve!ythin. lea!ne!s
e0/e!ien"e in s"hool


Definition" of
CURRICULUM
u
+u!!i"ulu, is a "ultu!al !e/!odu"tion in a
st!u"tu!ed 1ay. It is even ,o!e) It should
also value inde/endent thinkin. in the
"onte0t o the 1idest sense o so"ial
!es/onsibility .
- S,ith$ Stanley 2 Sho!es


Definition y
Tanne# & Tanne#
u
Tanne! 2 Tanne! 3455')%4%6 oe!s the ollo1in.
deinition$ de!ived !o, De1ey7s deinition o
edu"ation8
u
That reconstruction of knowledge and
experience that enables the learner to
grow in exercising intelligent control of
subsequent knowledge and experience
u
De1ey vie1ed edu"ation as a generative /!o"ess
9 that is$ a /!o"ess th!ou.h 1hi"h the lea!ne!
e0tends and dee/ens the "a/ability o e0e!"isin.
intelli.ent "ont!ol ove! "han.in. "onditions in lie


C!##i$!l!%
a 'ide# $on$e(t
u
+u!!i"ulu, de!ived !o,
Latin ve!b curere : to !un
u
Po!tu.uese) Corrida :
!a"e
Subtitle


C!##i$!l!%
) an a$ade%i$
and "o$ial
lea#nin* #a$e
Who do you think o!,s /a!t o the
"u!!i"ulu, !a"e at you! institution#


TEACHIN+ STA,,
u
A"ade,i" +o,,ittee
u
Pe!,anent and te,/o!a!y
le"tu!e!s


Mana*e%ent
Co%%ittee
u
E0e"utive +o,,ittee
u
;oa!d ,e,be!s


I-EC
u
The Inte!nal <uality Evaluation
+o,,ittee 3I<E+6


ADMINISTRATION
u
<uality ad,inist!ation)
- +u!!i"ulu, ino!,ation
- Re.ist!ation
- Rules
- Tests and E0a, !esults
- Evaluation o!,s
Subtitle


T#aditional 'ay
and
P#o*#e""i.e 'ay
of C!##i$!l!%
De.elo(%ent
What do you think is the die!en"e#


THE TRADITIONAL
WAY
u
S"hools need to !etu!n to basi" edu"ation and
hi.h standa!ds 9 ba"k to the essentials.
u
S"hools ,ust syste,ati"ally tea"h basi"
kno1led.e and not be a!aid to st!ess ha!d
1o!k and dis"i/line.
u
=no1led.e "onsists o a"ts$ "on"e/ts and
skills that ,ust be ,aste!ed th!ou.h
,e,o!i>ation and d!ill.


T/e T#aditional 'ay
0Cont1
u
=no1led.e is .ene!ally !e.a!ded as an
ob?e"tive$ i,/e!sonal$ ,any ti,es
value-!ee "o,,odity to be .!as/ed.
u
Out"o,es a!e ve!y s/e"ii".
u
Le"tu!e!s a!e the te"hni"ians 1hose
task is solely to ollo1 the ste/-by-ste/
inst!u"tions in thei! ,anuals


THE PRO+RESSIVE
WAY
u
E,/hasi>e on relevant "u!!i"ulu,
"ontent.
u
The /!o.!essivists see kno1led.e as
,o!e than a /!odu"t that has to be
,aste!ed.
u
Students$ they believe ,ust inte!a"t 1ith
the 1o!ld a!ound the, and inte!/!et it.


-!e"tion" t/at
(#o*#e""i.i"t" a"2
u
What should be the ove!all ai,s o
edu"ation#
u
@o1 "an edu"ation hel/ hu,anity
a"hieve a ?ust and "o,/assionate
so"iety#
u
What is the !i.ht 3,o!al6 thin. to do#


Ot/e#
$/a#a$te#i"ti$" of
P#o*#e""i.i"t"
u
They "onside! "u!!i"ulu, ?ust to be a .ene!al
.uide.
u
They see hu,an bein.s as i,/o!tant sub?e"ts
!athe! than ,e!e ob?e"ts.
u
Rathe! than A,aste!in.B kno1led.e$ students
establish ,eanin. o! thei! lives th!ou.h
unde!standin. and inte!/!etation


Inte#a$tion and
%eanin*
u
+u!!i"ulu, involves interaction bet1een
tea"he!s and lea!ne!s$ bet1een lea!ne!s and
lea!ne!s$ bet1een lea!ne!s and "u!!i"ulu,
"ontent.
u
The o"us o tea"hin. is ,o!e the ,akin. o
meaning th!ou.h lea!nin. than the
t!ans,ission o "on"e/ts and skills.


Ta2e t/e follo'in*
into $on"ide#ation
u
No one has all the t!uth
u
@u,an natu!e and hu,an lea!nin. a!e
"o,/le0
u
+u!!i"ulu, do"u,ents a!e only .uides.
Tea"he!s use thei! /!oessional and
"onside!ed ?ud.e,ent in dete!,inin.
1hat is best o! a /a!ti"ula! situation


Pa!l ,#ei#e 3 a
(#o*#e""i.i"t
u
@e o//oses Abankin. edu"ationB and
Ana!!ation si"knessB by 1hi"h tea"he!s
de/osit ino!,ation into the /assive
,inds o thei! /u/ils.
u
Lea!ne!s should not only be a"tive
/a!ti"i/ants$ but in doin. so should
develo/ a "!iti"al "ons"iousness.
Subtitle


RE,LECTION

What kind o "u!!i"ulu, o!ientation

!e/!esents you! Theolo.i"al Institution#

What kind o "u!!i"ulu, o!ientation do

you think you! Theolo.i"al Institution
should ollo1#

@o1#


E.al!ation
T/e t#aditional 'ay
u
The Abasi"sB o the a"ade,i" t!aditionalist
o!ientation a!e not al1ays ;ibli"al basi"s. The
;ible says that basi" kno1led.e does not
/!i,a!ily ,ean knowing the a"ts o "hu!"h
histo!y$ do"t!ine$ litu!.y$ ,issiolo.y et".
u
A""o!din. to the ;ible a la"k o basi"
kno1led.e ,eans not a"tin. ?ustly and not
havin. ,e!"y et". i.e. i.no!in. bibli"al no!,s
3@osea *)C8 Di"ah C)E6
u
=no1led.e is in the i!st /la"e an aai! o the
hea!t.


A "tan$e in fa.o!# of a
P#o*#e""i.e a((#oa$/
u
I a "u!!i"ulu, tea, sha!es "o,,on
belies and values$ a /!o.!essive
o!ientation 1ith its e,/hasi>e on
unde!standin. and ,eanin. and "!iti"al
thinkin. linked to lie situations$ it 1ill
yield a ,o!e thou.htul a//!oa"h to
"u!!i"ulu, /lannin. than all the othe!
o!ientations.