Topic FOUR (4):

FOUNDATION OF CURRICULUM
A. Introduction
 Foundations of curriculum are also referred to as the bases of
curriculum and determine the quality of curriculum decisions. They
are defined as the values, traditions, factors and forces which
influence the kind, quantity and quality of the experiences students
are offered in schools. There are four major foundations of
curriculum namely:
 Historical Foundation

 Philosophical Foundation

 Psychological Foundation

 Sociological Foundation
B. Learning Objectives:

 By the end of this topic, you should be able to:

i. Discuss the various foundations of curriculum development or

screens for curriculum development

ii. Discuss the importance of History in curriculum development

and planning

iii. Discuss the perennialist and progressivists advocates of education

and their implication to the curriculum
 C. Requirements

1. Time recommended to complete this topic 6hrs

2. Hardware/software requirements
Laptop/computer/smartphone
Internet and Bundles
Textbooks
Journals
Reports
3. Required Readings:
Oluoch, G.P. (1982) Essentials of Curriculum Development.
Nairobi: Elim Bookshop Ltd.
Ondiek, P.E. (1986) Curriculum Development: Alternatives in
Educational Theory. Kisumu: Lake Printers and Publishers
D. Learning Activity:

 {:Reading Assignment, Notes, YouTube lecturer and do

questions under assessment}

 Read about Philosophies of education Perennialist and

Progressivist movment at:
https://cer.jhu.edu/files_ta/
4_Major_Educational_Philosophies.pdf

https://www.youtube.com/watch?v=5DTuk8Acbbo
E. Reading Assignment

 Listento the lectures and take notes on the following

movements in education (Perennialist and
Progressivities) in the following links:

http://web.stanford.edu/~dlabaree/publications/
Progressivism_Schools_and_

https://www.ceeol.com/content-files/document-255225.pdf
F. Topic Content/Notes:
Philosophical Foundations
 These are value foundations because they deal with values and
beliefs that make up philosophies of life and education. The
curriculum planner seeks to establish ideals and notions that
indicate priority values in selecting experiences for the curriculum.
The major contribution from these foundations relate to the issue of
selection of subject matter in the curriculum. There are two broad
philosophical schools, which relate to the issue of subject matter
(content) in the curriculum:

 The traditionalist school e.g perennialists and essentialists.

 The progressivist school e.g pragmatists and reconstructionists.

Theories of Subject Matter.
Topic Content/Notes (Contd.)

 The two schools of thought have advanced the following three

theories of subject matter namely:
a. Subject matter should be taught for its own sake
b. Subject matter should be taught for use
c. Subject matter should be taught as a medium for teaching life
processes and skills. Subject Matter should be taught for its Own
Sake.
 This was proposed by perennialists. They believe in the
permanence of curriculum contend and experiences. They assert
that regardless of the changes in society, curriculum content should
remain the same throughout since the value of something does not
change with time. The education system should be stale and its
purpose study. Perennialists have two main approaches to subject
matter in the curriculum.
Topic Content/Notes (Contd.)

 They emphasize classical subjects because they believe they are

valuable in their own right and any educated person should be
exposed to them, i.e art, literature, history, music, discipline, e.t.c.
For perennialists, vocational education is not important because it
does not involve rite use of the mind.

 Emphasize the desire to make children literate and moral to enable

them earn a living as well as find a useful place in the society.

 Therefore all should have a common curriculum. The schools also

emphasize authority of the teacher i.e the teacher is master of the
subject and therefore learner’s interests are irrelevant. Perennialists
emphasize the testing of learner on the content received.
G. Self-Check Questions for
Understanding the Topic:

 Discuss the implications of the following to the school

curriculum
i. Perennialists

ii. Progressivities

 Discuss two social institutions that influence curriculum

development in Kenya
H. Discussion

Discuss the influence of the Perennialist snd

Progressivities on the Kenya Secondary
curriculum
I Topic Summary:

 This topic has analysed the foundations of curriculum or

screens for selecting content for curriculum.

 Topic has explored in details the philosophical and

sociological foundations of curriculum and discussed
their implications to the Kenya education system.

 The Perennialist and Progressivities have also been

discussed in light of the Kenya education system.
References