CURRICULUM

FOUNDATIONS
Prepared by: Ms. Williams
Curriculum foundations
Curriculum development scholars like Tyler (1949),
Taba (1962), Eisner (1985), Saylor Alexander, and
Lewis (1981), Print (1993), Sowell (1996), and Tanner
and Tanner (2007) generally identified three
categories of sources for curriculum foundations:

(see next slide)

Curriculum foundations
(1) studies of learners and learning theory
(psychology)
(2) Studies of life (sociology and anthropology)
(3) Studies of the nature and value of knowledge
(philosophy).
These curriculum sources or foundations influenced
curriculum developers in framing different
curriculum conceptions and in developing curriculu
Psychology as a discipline deals about understanding human
behavior; hence, it is important in curriculum development.
According to Print (1993), psychology can provide information in five
important areas:

1. Educational objectives
2. Student characteristics
3. Learning processes
4. Teaching methods
5. Evaluation procedures
Curriculum foundations
Meanwhile, studies about society and culture–
sociology and anthropology, respectively– affect all
curriculum processes.

Sowell (1996) pointed out that knowledge about

the society and its culture is important in selecting
the content of the curriculum.
Curriculum foundations
It provides a clear understanding of the context in
which the curriculum is developed.

Studies about the society and culture help

curriculum workers in understanding several social
and educational issues that affect curriculum
processes and education in general.
Curriculum foundations
On the other hand, philosophy as a foundation
helps curriculum workers in understanding the
nature of knowledge and what subjects or topics
are worthwhile. This is every important in making
decisions about the contents of the curriculum.
Curriculum foundations
Ornstein and Hunkins mentioned that philosophy
provides curriculum workers with a framework or
base for organizing schools and classrooms. It also
provides educators with a framework for broad
issues and tasks, such as determining the goals of
education, the content and its organization, and the
teaching and learning process.