Curriculum concepts nature and purposes pdf
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- The Purpose of the Curriculum
- curriculum development lesson 1: concepts, nature and purposes of curriculum purita b. bilbao
- curriculum-concepts-nature-purposes and principles
Introduction The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well. There are many definitions of curriculum.
The Purpose of the Curriculum
Embed Size px x x x x BilbaoCurriculum: Concepts, Nature and Purposes. Curriculum from Different Points of ViewThere are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, numerous definitions indicates dynamism that connotes diverse interpretations of what curriculum is all about.
The definitions are influenced by modes of thoughts, pedagogies, political as well as cultural experiences. Curriculum from Different Points of View1. Traditional Points of View of Curriculum2. Progressive Points of View of CurriculumIn the early years of 20th century, the traditional concepts held of the curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn. It was synonymous to the course of study and syllabus.
Traditional Point of ViewRobert M. Hutchins views curriculum as permanent studies, where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized.
Traditional Point of View1. Traditional Point of ViewCurriculum from Different Points of ViewArthur Bestor, an essentialist, believes that the mission of the school should be intellectual training;-curriculum should focus on the fundamental intellectual discipline of grammar, literature and writing.
It should also include mathematics, science, history and foreign language. Traditional Point of ViewCurriculum from Different Points of ViewJoseph Schwabs view of curriculum is that discipline is the sole source of curriculum. He said that curriculum should consist only of knowledge which comes from discipline which is the sole source. Traditional Point of ViewCurriculum from Different Points of ViewIn our education system, curriculum is divided into chunks of knowledge we call subject areas in the basic education such as English, Mathematics, Science, Social Studies and others.
In college, discipline may include humanities, sciences, languages and many more. Traditional Point of ViewCurriculum from Different Points of ViewMost of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. Progressive Points of ViewCurriculum from Different Points of ViewCurriculum is defined as the total learning experiences of the individual.
This definition is anchored on John Deweys definition of experience and education. He believed that reflective thinking is a means that unifies curricular. Thought is not derived from action but tested by application. Progressive Points of ViewCurriculum from Different Points of View- Caswell and Campbell viewed curriculum as all experiences children have under the guidance of teachers. Points of View on Curriculum DevelopmentCurriculum is a dynamic process.
Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. She believed that teachers who teach or implement the curriculum should participate in developing it.
She presented seven major steps to her model where teachers could have major input. Recommended Curriculum2. Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools. It helps in answering what school are for, what subjects are important, how students should learn and what materials and methods should be used.
In decision making, philosophy provides the starting point and will be used for the succeeding decision making. The philosophy of a curriculum planner, implementer or evaluator reflects his or her life experiences, common beliefs, social and economic background and education. Philosophical Foundations of CurriculumPhilosopicalTylers View of Philosophy in Relation to School PurposesRalph Tylers framework shows that philosophy is one of the five criteria in selecting educational purposes.
PerennialismPhilosopicalFour Educational Philosophiesb. EssentialismPhilosopicalFour Educational Philosophiesc. ProgressivismPhilosopicalFour Educational Philosophiesd. Curriculum prepares for adult life. Werret Charters - considered curriculum also as a science which is based on students' need and the teachers plan the activities.
He emphasized social studies in the curriculum and the teacher plans the lesson in advance. William Kilpatrick viewed curriculum as purposeful activities which are child-centered. The purpose of curriculum is child development and growth. HistoricalCurriculum TheoristsHollis Caswell - sees curriculum as organized around social functions of themes, organized knowledge and earner's interests. Ralph Tyler - believes that curriculum is a science and an extension of school's philosophy.
HistoricalHistorical Foundations of CurriculumThe 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 discipline. It unifies the elements of the learning process and some of the questions which can be addressed by psychological foundations of education. Behaviorist Psychologyconsider that learning should be organized in order that students can experience success in the process of mastering the subject matter. The method is introduced in a step by step manner with proper sequencing of task which is viewed by other educational psychologist as simplistic and mechanical.
Cognitive PsychologyTo the cognitive theorists, learning constitutes a logical method for organizing and interpreting learning. Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory. Teachers use a lot of problem and thinking skills in teaching and learning. These are exemplified by practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and many more.
Humanistic PsychologyHumanist psychologist are concerned with how learners can develop their human potential; the process not the products; personal needs not the subject matter; psychological meaning and environmental situations. PsychologicalIn Summary, psychology has great influence in the curriculum. Learners are not machines and the mind is not a computer.
Humans are biological beings affected by their biology and cultures. The psychological foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete human learning. Societal culture affects and shapes schools and their curricula. In considering the social foundations of curriculum, we must recognize that schools are only one of the many institutions that educates society. The home, the family, community, likewise , educate the people in. Post on Jul 1. Category: Education download.
Tags: traditional points of different points of definitions of curriculum different points of different points of different points of different points of concept of curriculum. Hutchins views curriculum as permanent studies, where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized -Basic Education should emphasize the 3Rs and college education should be grounded on liberal education.
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curriculum development lesson 1: concepts, nature and purposes of curriculum purita b. bilbao
A Socio, Phil B. Ed, Ph. There has been so much recent talk of progress in the areas of curriculum innovation and textbook revision that few people outside the field of teaching understand how bad most of our elementary school materials still are. Jonathan Kozol Education is a tri-polar process, in which on the one end is the teacher ,on the second is the student and on the third is the curriculum. Curriculum refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. In fact ,the curriculum is that mean which forms the basis of the educational process. If education is accepted as the teaching-learning process, then both teaching and learning take place through the curriculum.
One might fulfill all of the College's degree requirements and yet fail to get a good education. It would also be possible to acquire a good education but neglect to fulfill the degree requirements. Now, we certainly do want you to fulfill all of the degree requirements, and we will work with you to see that this happens. But you are not here fundamentally for the purpose of completing degree requirements. If you think of your education solely in those terms, the result will be dull and unsatisfying. The term denotes a means rather than an end, but it suggests better than "degree requirements" what it is to become educated.
curriculum-concepts-nature-purposes and principles
In my dealings with teachers, school leaders and policy actors, I am often struck by the need for education professionals to develop more nuanced concept maps relating to the curriculum. Curriculum is a contested and often misunderstood concept. At a simple level, the curriculum simply means a course of study. The word is derived from the Latin word meaning racecourse or race, and has come to mean a general course, conveying the notion of going somewhere in a predefined direction.