THE CURRICULUM:
DEFINITION,
NATURE AND SCOPE
Sit Dolor Amet
Definitions of curriculum
◦The New International Dictionary defines
curriculum as the whole body of a course in an
educational institution or by a department.
◦Oxford English Dictionary defines
curriculum as courses taught in schools or
universities.
Definitions of curriculum
◦Curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated
through the systematic reconstruction of
knowledge and experiences under the auspices of
the school, for the learners’ continuous and willful
growth in personal social competence (Tanner,
D.1980 in Bilbao, et al, 2015).
Definitions of curriculum
◦It is a written document that systematically describes goals
planned, objectives, content, learning activities, evaluation
procedures and so fort (Pratt,1980 in Bilbao, et al, 2015).
◦Curriculum is what is taught in school, as a set of subjects, a
content, a program of studies, asset of materials, a sequence of
courses, a set of performance objectives, everything that goes
within the school. It is what is taught inside and outside of
school directed by the teacher, everything planned by school, a
series of experiences undergone by learners in school or what
individual learner experiences as a result of school. In short,
curriculum is the total learning experiences of the learner, under
the guidance of the teacher.
Definitions of curriculum
◦Curriculum is equated with the
syllabus regarded as all the
teaching- learning experiences
which the students encounters
while in school (Payabyab, 2018).
CURRICULUM FROM
TRADITIONAL
POINTS OF VIEW
◦Curriculum can be defined as a field of study. It
is highly academic and is concerned with broad
historical, philosophical, psychological and
social issues. It is mostly written documents
such as syllabus, course of study, books and
references where knowledge is found but is
used as a means to accomplish intended goals.
Robert M. Hutchins
◦views curriculum as permanent
studies where rules of grammar,
reading, rhetoric, logic and
mathematics for basic education
are emphasized. The 3Rs should
be emphasized in basic
education while liberal education
should be emphasis in college
Arthur Bestor
◦as an essentialist believes that the
mission of the school should be
intellectual training, hence
curriculum should focus on the
fundamental intellectual disciplines
of grammar, literature and writing. It
should include mathematics,
science, history and foreign
language.
Joseph Schwab
◦thinks that the sole source of curriculum
is a discipline, thus the subject areas
such as Science, Mathematics, Social
Studies, English and many more
◦In college, academic disciplines are
labelled as humanities, sciences,
languages, mathematics among others.
He coined the word discipline as a ruling
doctrine for curriculum development.
Phillip Phenix
◦asserts that curriculum
should consist entirely
of knowledge which
comes from various
disciplines.
◦From a traditional view, curriculum is
mostly written documents such as
syllabus, course of study, books and
references where knowledge is found
but is used as a means to accomplish
intended goals.
CURRICULUM FROM
PROGRESSIVE
POINTS OF VIEW
◦A progressive view of curriculum is the
total learning experiences of the
individual. A listing of school subjects,
syllabi, course of study and specific
discipline does not make a curriculum.
John Dewey
◦believes that education
is experiencing.
Reflective thinking is a
means that unifies
curricular elements that
are tested by application.
Holin Caswell and Kenn Campbell
◦viewed curriculum as
all experiences
children have under
guidance of teachers
Othaniel Smith, William Stanley
and
Harlan Shore
◦likewise defined curriculum as a
sequence of potential experiences,
set up in schools for the purpose of
disciplining children and youth in
group ways of thinking and acting.
Colin Marsh and George Willis
◦also viewed curriculum as
all the experiences in the
classroom which are
planned and enacted by
the teacher and also
learned by the students.
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