Esmeralda, Darlene G.

BEED C2021

Reflection
Just as curriculum can be defined in several ways, there are various basic lenses that can be
used to evaluate and create curriculum, including philosophical, historical, psychological, and
sociological ones. These four factors have a significant impact on curriculum and instruction.
The philosophical underpinning, however, is of utmost significance because it is via one's
philosophical ideas that one perceives and applies the historical, social, and psychological
underpinnings. According to what I studied in our curriculum development class, the
philosophical basis of the curriculum influences how the many participants' responsibilities and
the overarching goal of education are to be fulfilled.
While all curricular frameworks advocate for the establishment of goals, philosophy outlines
the way in which such goals are conceptualized. In all of this, one's philosophy determines the
teacher's position, which can range from all-knowing authoritarian to mentor, and the student's
position, which can range from obedient empty vessel to person deserving of actively
participating in one's own educational process. History reveals how ideologies have fluctuated
in favor in society and how psychological research is accepted, disregarded, or even rejected
depending on philosophical positions of the moment.
Investigating the curriculum's historical roots might motivate educational reform and foster a
sense of independence. Reviewing education's past enables us to step outside of the present
moment, understand ourselves within a larger context, and realize that education must
continue to change in order to be effective. Throughout history, curricular decisions have been
made to satisfy the unique needs of the society at the moment and out of necessity. History
also reveals how dominant ideologies have shaped a society's values, which in turn have shaped
the goals of education today.