HISTORICAL AND
SOCIOLOGICAL
FOUNDATIONS OF
CURRICULUM
REPORTER:
CINDY A. RACINES
Objectives
• Discuss how the different foundations of
curriculum have shaped the current
conceptions in curriculum.
• Gather information on how a school
develops its curriculum to enrich teaching
practice.
HISTORICAL
F0UNDATION
OF CURRICULUM
A. Several Curriculum Theorists and
How They View Curriculum from a
Historical Perspective
B. Relevant Aspects Discerning the
Historical Foundations of
Curriculum
THE SIX
FAMOUS
CURRICULUM
THEORISTS
John Franklin Bobbit
(1876-1956)
Bobbit presented curriculum as a science
that stresses on students
In our curriculum need.
we can Curriculum
observe
prepares students for adult life.
Objectives with corresponding
activitiesshould be grouped and
sequenced. This can only be done if
instructional activities and tasks are
WERRET CHARTERS
(1875-1952)
Aside from emphasizing the students’ needs,
he believes that the objectives, along with
the corresponding activities, should be
aligned with the subject matter or content.
For that reason, department chairpersons or
course coordinators scrutinize the alignment
or matching of objectives and subject matter
prepared by the faculty members.
WILLIAM KILPATRICK
(1871-1965)
For him, the purpose of curriculum is child
development, growth, and social
relationship.
He also introduced the use of small group
interaction, and the project method in
which the teacher and students plan
together. Thus, it is called as the child-
HAROLD RUGG
(1886-1960)
Curriculum should develop the whole
child hence, it should be child-centered.
With the statement of objectives and
related learning activities, curriculum
should produce outcomes. Harold Rugg
emphasized social studies, and the
importance of curriculum planning in
HOLLIS CASWELL
(1901-1989)
He sees curriculum as organized
around social functions of themes,
organized knowledge and learner’s
interest.
Caswell believe that curriculum is a set
of experiences. Subject matter is
developed around social functions and
learner’s interest.
RALPH TYLER
(1902-1994)
Tyler believes that curriculum is a science
and an extension of schools philosophy. It is
based on student’s needs and interest.
Curriculum is always related to instruction.
Subject matter is organized in terms of
knowledge, skills and values. The process
emphasizes problem solving. The
curriculum aims to educate generalists and
not specialists
Historical Foundations
of Curriculum
The historical development shows the
different changes in the purposes,
principles and content of the curriculum.
The different changes are influenced by
educational philosophy, psychology, and
pedagogical theories. This implies that
curriculum is ever changing putting in
knowledge and content from many fields
of disciplines.
Relevant Aspects in Discerning the Historical
Foundations of Curriculum
Early Christian Education
The Renaissance
The Reformation
The Scientific Movement in
Education
The Progressive Education
Movement
Early Christian
Education
The values of early Christian
education were a blend of
Greek, Roman and Hebrew
ideals. The early Christian
schools taught the liberal
arts and concerned
themselves with inducting
new believers into church
membership.
The
Renaissance
The curriculum of the humanistic schools
emphasized the study of man as a
prerequisite to understanding man's role
and contribution to society.
The height of the Renaissance saw the
development of the university in response
to the need for a higher cadre of
professional people with special faculty
specializations.
The
Renaissance
H.G.Good (1960)
States that the university then developed
faculties to cater for: Studies in liberal arts.
Law studies, Medicine. and Theology.
The Reformation
The humanistic curriculum was enriched with the
study of science, mathematics, history and
gymnastics.
Ignatius of Loyola developed an expanded and
advanced curriculum as a counter movement to
the reformation in Jesuit schools.
The reformation contributed further to
educational growth by inciting the church into
greater activity in elementary, secondary and
higher education (Cubberley 1968).
The Scientific
Movement
Inof the sixteenth
Educators and philosophers
century were concerned more with
Education
observation regarding the working of the
universes. This was led by Francis Bacon
among others. It led to the philosophy of
realism which has three district phases, with
various implications of the curriculum.
The progressive education
curriculum instead emphasized
five approaches to the
I. Teacher-pupils planning of curricular activities
II.teaching/learning process:
Flexible curriculum and individualized instruction
III, Non-formal curriculum activities and physical
training in areas such as games and related
hobbies.
IV. Learner centered methodology.
V. Selection of study material in line with expressed
interests and concerns of the learner.
SOCIOLOGICAL
FOUNDATION
OF CURRICULUM
A. Society Education and Schooling
B. Social Change and the Curriculum
C. Planning for Curricular Change
Curriculum designers must consider the social
settings in general and the relationships between
school and society in particular.
Curriculum planners also need to assess the
influence these social factors have on curricular
decisions. Curricular decisions take place in complex
social settings through demands that are imposed by
society and also have a direct bearing on schools.
Curriculum workers need to consider and use social
foundations to develop the capacity to respond
intelligently to social problems.
I. SOCIETY EDUCATION
The social world of children and youth cannot be ignored
AND SCHOOLING
because they do live in a world larger than school, which
influences their interests and attitudes.
According to Dewey (1916), "education is a primary
responsibility of educators to be aware of the general
principle of the shaping of actual experiencing by
environing conditions and to understand what
surroundings are conducive to having experiences that
lead to growth".
The dynamics of change also should have a curriculum
which reflects contemporary social forces. This entails
II. SOCIAL CHANGE AND THE
CURRICULUM
Today's culture changes so rapidly that we face challenges,
adapt to the present and plan for the future.
The following, among other things, should be taken into
account in order to enable education to respond to social
changes:
A. Growth of Technology
B. Structures of Family
C. Cultural Diversity
A. Growth of Technology
Today, in a world that is very different
from a century or two ago, young
people are born. It is due to the fact that
our business is a knowledge society.
The emerging knowledge environment
will affect all other facets of the
workforce as well as the development of
different types of jobs.
B. Structures of Family
The family was seen as the cornerstone of the
social complexity.
The trend of sole parent families, was caused
by separation, divorce and abortion without
marriage. The connection of the geographically
rooted, extended families of grandparents,
aunts, uncles and others weakens geographical
mobility.
C. Cultural Diversity
As we are moving away from "a
melting- pot" society to a "salad
bowl" one, the increasing trend
away from a homogeneous
culture towards one of
diversity/plurality is quite
conspicuous.
III. PLANNING FOR
CURRICULAR CHANGE
The primary aim of education was
considered in the early twentieth century to
explain this. But radical educationalists in
the second and third decades of the century
focused on expanding the scope of the
solely academic school curriculum,
integrating concepts from outside the
classroom and from the technical sector into
the curriculum.
Should comprise the following representative
groups:
Students Parents Researchers
Educators
Post- As parents
Teachers, The role of
secondary are interested
administrator the
students are in the over
s and public researcher
mature development
leaders must or social
enough to of their
assume scientists is
provide children,
responsibility important for
appropriate parental
in developing providing
inputs in inputs are
educational objective
developing necessary.
aims/priorities data
educational
. concerning
aims.
issues and
trends.
Thank You
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