FOUNDATION OF

CURRICULUM
GROUP 5
Aiza Fortin
Alejandro Ruiz
Alyza Marie Torinueva
Javeriel Rico Orlina
Mark Jayson Reyes
FOUNDATION OF CURRICULUM
◈ Curriculum development is anchored on a very solid
foundation. Although considered to be a new discipline,
its significance in light of global developments has now
been acknowledged.

◈Curriculum development is the multi-step process of

creating and improving a course taught at a school or
university.
“1. Philosophical
Foundation
Philosophical Foundation
◈ The philosophical foundation of the
curriculum helps determine the driving
purpose of education, as well as the roles of
the various participants.
◈ The various activities in school are influenced in
one way or another.
◈ The use of learning by doing.
A.Perennialism by Aristotle, Plato, Thomas Aquinas
◈Perennialism values knowledge that transcends time.
This is a subject-centered philosophy.

◈The goal of a perennial educator is to teach students to

think rationally and develop minds that can think critically.
Aim- To educate the rational person.
Role- Teachers assist students to think with reason.
Focus- Classical subjects, literary analysis Curriculum is
enduring.
B. Essentialism by William Bagley (1946-1974)
◈Essentialism in education asserts that common and essential ideas
and skills belonging to a certain culture should be taught to all
citizens at the same level at especially the primary school level.

Aim- to promote the intellectual growth of learners to become

competent.
Role- teachers are the sole authorities in the subject area.
Focus- Essential skills of 3Rs; Essential a subject.
Trends- Back to basics, excellence in cultural literacy.
C. Progressivism by John Dewey (1859-1952)
◈ Progressivism is a student-centered philosophy that believes
that ideas should be tested by experimentation and that
learning comes from finding answers to questions.
Aim - Promote democratic social living
Role - Teacher leads for growth and development of lifelong
learners.
Focus - Interdisciplinary subjects, learner-centered, outcome-
based.
Trends - Equal opportunities for all, contextualized curriculum,
Humanistic education.
D. Reconstructionism by Theodore Brameld (1904-1987)

◈Social reconstructionism is a philosophy that

emphasizes the addressing of social questions and
a quest to create a better society and worldwide
democracy.

◈Reconstructionist educators focus on a curriculum

that highlights social reform as the aim of education.
D. Reconstructionism by Theodore Brameld (1904-1987)

Aim- to improve and reconstruct society. Education for

change.
Role- Teacher acts as an agent of change and tar reforms
Focus- Present and future educational landscape
Trends- School and curricular reform, global education,
collaboration and convergence, standards and competencies.
Historical Foundations
◈ History of the curriculum plays a very important role in the
development of the nation. It takes a long and tedious time to
formulate a good curriculum that represents the need of society
and the experiences of the past.
◈ The history of the curriculum tells the curriculum planner how to
develop and modify the curriculum, what to teach and what
should be the core material of the subjects, and what objectives
they want to achieve through the curriculum.
Historical Foundations
◈ The history of the curriculum also explains the
teacher’s psychology at different times and how
to improve their teaching styles. The history also
provides detail about the learner’s behavior at
different times.
Franklin Bobbitt (1876–1956)
◈ best known for two books, The Curriculum (1918) and How to
Make a Curriculum (1924). In these volumes and in his other
writings, he developed a theory of curriculum development
borrowed from the principles of scientific management
◈ According to him, were general in nature and represented the
knowledge that all children needed to prepare for their
responsibilities as adult citizens.
◈ The curriculum that Bobbitt advocated included elements of
general education for all the youth.
Franklin Bobbitt (1876–1956)
◈ In his first book focus specifically on curriculum. This book has
been recognized by many scholars as the beginning of structured
curriculum. He realized that it was not enough to just develop
new curricula, but saw there was a need to learn more about
how new curricula could best be developed.
◈ His final book, Curriculum of Modern Education, shows after
three decades in the curriculum field that he changed his
position somewhat in the early 1940’s.
Franklin Bobbitt (1876–1956)
◈ The purpose of education was to prepare youth for the specific
work and citizenship works, which they would hold when they
reach adulthood, and in so doing render society more orderly
and stable.
◈ The test for the school and its program it was its utility in
fulfilling this social purpose.
Franklin Bobbitt (1876–1956)
◈ Bobbitt formulated five steps in curriculum making

a) Analysis of human experience

b) Job analysis

c) Deriving objectives

d) Selecting objectives

e) Planning in details
Werret Charters (1875-1952)
◈ Writer of the book Methods of Teaching and he
mentioned Functional Theory in his book.
◈ Curriculum and instruction would follow
students inquiry and their need. Therefore,
allowing student to make relevant connections
with their learning experience.
Werret Charters (1875-1952)
◈ He discuss student-centered approach where
students would be able to construct own
knowledge and understanding.
William H. Kilpatrick (1871-1965)
Curricula are purposeful activities which are child-
centered meant for child development and growth
◈ The project method was introduced by Kilpatrick
where teacher and student plan the activities.
He believed that curriculum develops social
relationship and small group instructions.
Hollis Caswell (1901-1989)
◈ He sees curriculum as organized around social
functions of themes, organized knowledge, and
learner’s interest.
◈ He believes that subject matter is developed
around the interest of the learners and their social
functions. So, the curriculum is a set of
experiences. Learners must experience what they
learn.
Ralph Tyler (1904-1992)
◈ He believes that curriculum should revolve
around the students’ needs and interests.
◈ The purpose of curriculum is to educate the
generalists and not the specialists, and the
process must involve problem solving.
◈ Likewise, subject matter is planned in terms of
imparting knowledge, skills and values among
students.
Hilda Taba (1902-1967)
She contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum.
◈ She helped lay the foundation for diverse
student population.
Peter Oliva (1992-2012)
◈ He described curriculum change as a
cooperative endeavor.
◈ Teachers and curriculum specialist constitute
the professional core of planners.
◈ Significant improvement is achieved through
group activity.
Cognitive Information Processing Theory

◈ Information processing is a series of steps

that explain how the brain acquires,
processes, and stores information. 
Jean Piaget (1896-1980)
◈ Piaget studied Cognitive Development by observing children in particular, to
examine how their thought processes changed with age.

◈ Schema: It helps an individual understand the world they inhabit.

 Assimilation- It is using an existing schema to deal with a new object or
situation.
 Accommodation- This happens when the existing schema (knowledge)
does not work and needs to be changed to deal with a new object or
situation.
 Equilibration- is a regulatory process that maintains a balance between
assimilation and accommodation to facilitate cognitive growth.
Jean Piaget (1896-1980)
◈ Piaget's theory declared that children would have to reach each stage
before being capable of certain tasks and that each stage would have
to be reached in the same order. The stages he described were as
follows:
◆ Sensorimotor Stage (0-2 years) - The infant explores their
environment mostly through sensory and motor perception.
They begin to develop a sense of object permanence.
◆ Preoperational stage (2-7 years) - The child begins to use
language to represent and understand the world. They begin to
think about things symbolically but have not yet developed
problem-solving abilities.
Jean Piaget (1896-1980)
◇ Concrete operational stage (7-11 years) - The child begins
to develop the ability to think logically. They also develop
empathy. The child begins to understand how things work
and can reverse certain processes in their mind.
◇ Formal operational stage (11 and over) - The child's
thought process can move on from things to ideas. They can
handle abstract ideas because their thoughts have been freed
from most constraints. They can also speculate answers to
hypothetical problems.
Lev S. Vygotsky (1896-1934)
◈ A Russian teacher who is considered a pioneer in learning in
social contexts. As a psychologist, he was also the first to
examine how social interactions influence cognitive growth.
◈ He focused on the connections between people and the
sociocultural context in which they act and interact in shared
experiences.
Three Major Themes
1. Social Interactions- He believes that young children are
curious and actively involved in their own learning and the
discovery and development of new understandings.
2. The More Knowledgeable Other (MKO)- refers to someone
who has a better understanding or a higher ability level than the
learner, with respect to a particular task, process, or concept,
3. Zone Proximal Development (ZPD)- refers to the difference
between what a learner can do without help and what he or she
can achieve with guidance and encouragement from a skilled
partner.
Howard Gardner
◈ Gardner’s Multiple Intelligences
◆ Visual-Spatial Intelligence- the ability to perceive
visuals.
◆ Linguistic-Verbal Intelligence- the ability to use
words and language.
◆ Logical-Mathematical Intelligence- the ability to
use reason, logic, and numbers.
Gardner’s Multiple Intelligences
◆ Bodily-Kinesthetic Intelligence- the ability to
control body movements and handle objects skillfully.
◆ Musical Intelligence- the ability to produce and
appreciate music.
◆ Interpersonal Intelligence- the ability to relate and
understand others.
◆ Intrapersonal Intelligence- the ability to self-reflect
and be aware of one’s inner state of being.
Gardner’s Multiple Intelligences
◆ Naturalistic Intelligence- abilities to recognize plants and
animals - to make distinctions in the natural world, to
understand systems, and define categories.
◆ Existential Intelligence- is the ninth type of intelligence
suggested as an addition to Gardner's original theory. He
described existential intelligence as an ability to delve into
deeper questions about life and existence.
Daniel Goleman
◈ Emotional Intelligence is the capacity for
recognizing our own feelings and those of
others, motivating ourselves, and managing
emotions well in ourselves and in our
relationships.
Major Qualities of Emotional Intelligence
◈ Self-Awareness- recognize your own emotions and how they
affect your thoughts and behavior.
◈ Self-Management- control impulsive feelings and behaviors,
and manage your emotions in healthy ways.
◈ Social Awareness- can understand the emotions, needs, and
concerns of other people.
◈ Relationship Management- know how to develop and maintain
good relationships.
Humanistic Psychology
◈ Humanistic Psychology is a physiological
perspective that emphasizes the study of
the whole person.
Gestalt theory
◈ Emphasizes that the whole of anything is greater than its
parts. That is, the attributes of the whole are not deducible from
the analysis of the parts in isolation. The word Gestalt is used in
modern German to mean the way a thing has been “placed,” or
“put together.”
◈ Which emphasizes higher-order cognitive process in the mind of
behaviorism.
◈ The theory States that the whole set of stimuli.
◈ Such as verbal and nonverbal
Abraham Maslow (1908-1970)
◈ Psychological needs
◈ Safety needs
◈ Love and belonging needs
◈ Esteem needs
◈ Self-actualization
Abraham Maslow (1908-1970)
◈ Psychologist who created Maslow’s hierarchy of needs.
Abraham Maslow (1908-1970)
◈-An individual needs
◈Provides a model for how students are
motivated to learn.
Carl Rogers (1902-2987)
Unconditional positive regard theory

◈He believes that Children learn through unconditional

acceptance and understanding
◇ The student participates completely in the learning
process and has control over its nature and
directions.
Social foundation
◈ Schools are part and parcel of society and exist for
society.
◈ Society influences society through its curriculum.
Schools, through their teaching of the curriculum,
can shape and
mold society and society in turn can impact the
curriculum.
◈ There is rarely a curriculum
that is developed without reflecting society.
School and Society
◈ Helps student identify their interest and abilities
◈ Support students in setting personal learning
goals.
◈ Facilitate student involvement and learning in
decision-making regarding their own learning
and use of power and responsibility in the
classroom and the total community.
Emile Durkheim (1858-1917)
◈ He believe that society exerted a powerful force
on individuals.
◈ Argued that schools were essential for
'imprinting' shared social values into the
minds of children. He believed schools
would play a central role in forming
modern societies.
5 Crucial Factors
1.Individualism
2.Excessive hope
3.We have too much freedom
4.Atheism
5.Wearing of the nation and of the
family
Alvin Toffler (Writer)
◈ Wrote the book future shock.
◈“What is happening today to people and groups who are
overwhelmed by chance ”
◈Demonstrated that knowledge and technology are
the two powerful determinants in facilitating
changes in society, thus bringing the society to an
unprecedented process of transformations to a new
type of order he termed as "the Third Wave society".
 Diagnostic of future shock
1.The Death of permanence
2.Transience
3.Novelty
4.Diversity
5.The limits of adaptability
6.Strategies to survive