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Sociological Foundation of Curriculum

The document discusses the sociological foundations of curriculum. It states that curriculum should consider the relationship between schools and society, and how social issues and institutions influence education. It references theories by Dewey, Havighurst, Riesman, Bell, Elkind, Phenix and others regarding social and moral development, and how societies and families have changed over time. The document argues that moral character is difficult to teach but involves growth experiences, and schools should promote character while respecting diverse views.

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Rizza Joy Sariego Esplana
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11K views36 pages

Sociological Foundation of Curriculum

The document discusses the sociological foundations of curriculum. It states that curriculum should consider the relationship between schools and society, and how social issues and institutions influence education. It references theories by Dewey, Havighurst, Riesman, Bell, Elkind, Phenix and others regarding social and moral development, and how societies and families have changed over time. The document argues that moral character is difficult to teach but involves growth experiences, and schools should promote character while respecting diverse views.

Uploaded by

Rizza Joy Sariego Esplana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • Sociological Foundation of Curriculum: Introduces the role of sociology in curriculum development and its impact on educational structures.
  • Sociology: Defines sociology and explains its relevance to understanding social interactions.
  • Sociological Foundation: Discusses how societal relationships influence curriculum decisions and the role of education.
  • Society Education Schooling: Explores the interaction between society, education, and schooling, emphasizing their mutual impact.
  • Society and Modal Personality: Analysis of societal norms and their influence on individual personality development.
  • Social and Developmental Theories: Covers developmental theories focusing on stages of growth and societal roles in development.
  • Changing American Society: Examines classifications of society and how social roles have evolved in American context.
  • Post-Modern Society: Looks at language and knowledge distribution in post-modern societies and their educational roles.
  • Post-Industrial Society: Discusses the characteristics of post-industrial society focusing on knowledge-based economies.
  • Post-Nuclear and New Types of Family: Describes transformations in family structures and their societal implications.
  • Moral Character Education: Details the importance of moral education and character development in curricula.
  • Moral Teaching: Explores components of moral knowledge needed for comprehensive moral education.
  • Moral Character: Discusses challenges in teaching moral character and differentiating it from moral knowledge.
  • Performance Character: Highlights the role of performance character in supporting academic achievement.
  • Conclusion: Concludes the content with a note of thanks and closing remarks.
  • References: Lists the main references used in the document.

SOCIOLOGICAL

FOUNDATION OF
CURRICULUM
SOCIOLOGY…….
Latin “Socius” – “social or being with others” / “Logos” - study

Basically means, “the study of social beings”


SOCIOLOGICAL FOUNDATION

◦ Curriculum should consider the social setting especially


the relationship between schools and society.

How that relationship influences curriculum


decisions?
◦ Issues from society including groups and institutions in
the culture and their contribution to education.
Family Church Government

Technology Economy Culture


SOCIETY
EDUCATION
SCHOOLING
EDUCATION John Dewey

“Education perpetuates and


improves society by properly
organizing learner’s experiences.
EDUCATION John Dewey

“Experience must be channeled


properly, for it influences the
formation of attitudes of desire and
purpose”
EDUCATION SCHOOLING
Plays a major role in
SCHOOLING education in modern
industrial societies.

Schools serve a
modern society by
educating its
children and youth.
SOCIETY
and MODAL
PERSONALITY
Ruth Benedict
No culture yet observed has been able to
eradicate the differences in temperament
of the persons who composed it.

Society’s norms govern interpersonal


relations and produce a modal personality
– the attitudes, feelings and behavior
patterns most members of a society share.
SOCIAL
and
DEVELOPMENTAL
THEORIES
- A number of theories focus on global aspects of human
growth and development.

- Development proceeds through a rather fixed sequence of


relatively continuous stages.

- Developmental theories address the cumulative effects of


change that occur as a consequence of learning or failing to
learn appropriate tasks during the critical stages of life.

- Developmental tasks are defined as “as the tasks the


individual must learn” for purposes of “healthy and
satisfactory growth in society”.
Six periods of human Development: Robert
✓ Infancy and early childhood
Havighurst
✓ Middle childhood
✓ Adolescence
✓ Early adulthood
✓ Middle age
✓ Late Maturity

Havighurst uses the term human instead of


adolescent to connote a wider range of ages
and the term tasks instead of needs to suggest a
solution.
CHANGING
AMERICAN
SOCIETY
❑ The Lonely Crowd, 1953. David Riesman
❑ Formulated the three major classifications of
society in terms of how people think and
behave; traditional, inner and other directed.
Traditional-Directed – Character prevailed in a
folk, rural, agrarian societies.
Inner-Directed – People formed behaviors and
goals that would guide them later in life.
Other-Directed – People who became
sensitized to expectations and preferences of
others.
POST-MODERN
SOCIETY
❑Language is used to “challenge David Elkind
universal and regular laws that
govern the physical and social
worlds” with which we familiar.

❑In technological and scientific


societies, schools became
distributors of cultural capital; they
play a major role in distributing
various forms of knowledge.
POST-INDUSTRIAL
SOCIETY
❑ Post-industrial society is produced by
information and technology.
Daniel Bell
❑ A knowledge-based society driven by the
production of information and the preeminence
of professionals and technicians.
❑ In a society based on “brain power” rather
than “muscle power”, meritocracy and mobility
tend to be equalized among men and women.
❑ Daniel Bell gets much credit for developing the
original concept of the post industrial society.
- 1948 Bell System Technical Journal
- 1952 Scientific American Magazine
(Claude Shannon – Mathematical theory of
communication)
POST-NUCLEAR
NEW TYPES OF
FAMILY
Nuclear Family has been described as
highly child-centered devoting its resources
to preparing children for success in school
and a better life in adulthood than that of
the parents.

Nuclear family is an anomaly.

Cohabitation - living with a partner without


marrying
MORAL
CHARACTER
EDUCATION
It is the guidance and teaching of good
behavior and values.

It is possible to give instruction in moral


knowledge and ethics.
Schools should be
sensitive to students
of all racial, ethnic
and religious groups.

Instead of asking
moral questions and
requiring students to
grapple with them,
schools teach
prescribed content
and skills.
Philip Phenix
✓ The most important source of
knowledge is the society’s laws and
customs.

✓ Moral conduct cannot be taught;


rather it is learned by “participating
in everyday life of society according
to recognized standards of society.
MORAL TEACHING
The content of moral knowledge cover five
main areas; Philip Phenix
• Human Rights
• Ethics
• Social Relationships
• Economic Life
• Political Life

✓ The way we translate moral content into


moral conduct defines the kind of people we
are.
MORAL CHARACTER
❑ Moral Character is difficult to teach
because it involves attitudes and
behavior that results from stages of
growth, distinctive qualities of personality
and experiences.

❑ A person can have moral knowledge


and obey secular and religious laws but
still lack moral character.
❑ The real tests of moral character are to
cope with crisis or setbacks, to deal with
adversity, and to be willing to take risks
because of our convictions.

❑ Educational leaders, have an obligation


to promote character development
while still recognizing that there is broad
range of opinion on what this means or
whether it is even possible.
PERFORMANCE
CHARACTER
More schools are beginning to
see the importance of cultivating
certain character, like grit,
perseverance, and resilience,
which leads to improved
academic performance.
Reference

ORNSTEIN, A. C., & HUNKINS, F. P.,


CURRICULUM: FOUNDATION, PRINCIPLES ISSUES

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