Schools are part and parcel

of society and exist for

society.

Schools, through its

curriculum, can shape and
mold society and society
in turn can impact the
SOCIOLOGICAL curriculum
FOUNDATIONS
OF CURRICULUM
 To understand what is taught, how
it is taught, and why it is taught,
we need to look at the social
forces that shape the curriculum.

To what extent should curriculum

consider the world outside of
school?
SOCIETY AND How do changes in society affect
CURRICULUM curriculum?
 Burks (1998)
If it relates to the general body of
knowledge needed by average human
beings for conducting daily life.

When it is related to the specific present

or future situation of the student.
If it develops thinking skills that probably
increases the student’s success in other
subject areas or in general life-decisions
SOCIETY AND
If it fulfills unavoidable requirements
CURRICULUM imposed by society as entry qualifications
to certain vocation and professional
 The main function of education is
to produce people with appropriate
skills and knowledge to enable
them to participate in the nation’s
economy.

The nature of schooling tends to

reflect the nature of the society in
CHANGING which it is found.
ECONOMY AND
CURRICULUM
AGRARIAN INDUSTRIAL INFORMATION
SOCIETY SOCIETY SOCIETY

CURRICULUM CURRICULUM
- Basic skills - Factory Model
CURRICULUM
- Apprenticeship
- Didactic
- Compartments
- Didactic ?
teaching teaching
 In an agrarian or pre-industrial
society, gender determined the role
of individuals. Men worked at
their various crafts of the farm,
women maintained the house,
caring for the children and training
the girls.
Families were large and the
CHANGING FAMILY extended family where parents
INSTITUTION AND lived with their adult children was
common.
CURRICULUM
 The shift to the industrial economy
brought about changes to the
family institution.

The family changed from extended

kinship to a nuclear family
especially in urban areas.

Men moved from working in

CHANGING FAMILY farms to work in offices or
factories owned by corporations.
INSTITUTION AND Women also moved out of
CURRICULUM households to work in businesses,
 As more and more families moved
to live in the urban areas, a
different set of values were
acquired. For example, in the early
days, social institutions
complemented each other.

Parents are distancing themselves

CHANGING FAMILY from schools and are passing on
the task and educating their
INSTITUTION AND children to the school.
CURRICULUM
 Society is increasingly becoming
diverse, especially in urban areas.
Societies are becoming more
multicultural, multi-ethnic, and
multi-religious and it is important
that curriculum understands and
reflect these changes

The challenge confronting educators

is developing curriculum that is
CULTURAL responsive to students’ diverse
DIVERSITY AND social and cultural values and at the
CURRICULUM same time creating a national
 Curriculum decision-making
is political. Various special
interest groups continually
propose what should be
included in school
curriculum. The topics range
from substance abuse to the
rights and responsibilities of
SPECIAL INTEREST citizens
GROUPS AND
CURRICULUM
 Ornstein and Hunkins (1998)
Knowledge should comprise basic tools.

Knowledge should facilitate learning how

to learn.
Knowledge should be applicable to the
real world.

Knowledge should improve learners’ self-

esteem and personal integrity.
KNOWLEDGE THAT
Knowledge should consist of many forms
IS MOST WORTH and methods.
 Knowledge should prepare the individual
for the world of technology.
Knowledge should prepare individuals for
the world of beaurocracy.
Knowledge should permit the individual
to retrieve old information.

Knowledge acquisition should be a life-

long process.
KNOWLEDGE THAT Knowledge should be taught in context
IS MOST WORTH with values.
Thank
you!