Foundations of Curriculum
Introduction to Curriculum Foundations
Curriculum development is built upon a strong foundation, recognizing its critical role in
addressing global advancements. This exploration delves into the philosophical, psychological,
historical-sociological, and legal underpinnings that shape the current school curriculum.
The curriculum acts as a mirror to a society's culture, reflecting its values and aspirations.
Educational institutions are tasked with imparting the habits, ideas, attitudes, and skills of the
adult society and culture to the younger generation. The curriculum provides a structured set of
experiences designed to achieve this, grounded in the needs, knowledge, and information
prevalent within society.
The four primary foundations of curriculum are:
1. Philosophical Foundation of Curriculum
2. Psychological Foundation of Curriculum
3. Historical-Sociological Foundation of Curriculum
4. Legal Foundation of Curriculum
The Influence of Philosophy on Curriculum
Philosophy and Its Focus
Philosophy, the "love of wisdom," is dedicated to the pursuit of truth, reality, and the fundamental
principles of life. It grapples with core beliefs concerning existence, knowledge, and values,
specifically addressing:
Ontology: The nature of reality.
Epistemology: The nature of knowledge and its validity.
Axiology: The nature of goodness and value.
Educators, curriculum developers, planners, and teachers rely on a guiding philosophy to inform
their decisions regarding curriculum planning, implementation, and evaluation. A chosen
philosophy dictates:
The overarching purpose of education and schooling.
The selection of subjects and content for the curriculum.
The types of learning experiences students should encounter.
The instructional materials, methods, and strategies employed.
The methodologies for assessing and evaluating student learning.
Philosophy also provides frameworks for problem-solving, enabling administrators, curriculum
planners, and teachers to make informed decisions. An individual's philosophy is shaped by their
life experiences, socioeconomic background, prevailing beliefs, and educational journey.
Philosophical/Ideological Foundation of Curriculum
Every school activity is influenced by an underlying philosophy. For example, John Dewey, a
pragmatist, championed "learning by doing." In contrast, an essentialist perspective prioritizes
foundational subjects like reading, writing, and arithmetic.
Several educational philosophies exist, with the following key examples highlighted:
Key Proponents of Different Philosophies of Education
Perennialism:
Robert M. Hutchins (1899–1977): Advocated for a liberal arts education centered on the
Western canon and "Great Books" to cultivate rational thinking.
Mortimer Adler (1902–2001): Collaborated with Hutchins and proposed the "Paideia
Proposal," which emphasized a uniform, classical curriculum for all students to foster
intellectual development.
Essentialism:
William C. Bagley (1874–1946): Coined the term "essentialism" and argued for a core
curriculum of traditional subjects (reading, writing, arithmetic) as a response to child-
centered progressivism.
E.D. Hirsch Jr. (born 1928): Promotes essentialism through his concept of "cultural
literacy," stressing the importance of a shared knowledge base for all citizens.
Progressivism:
John Dewey (1859–1952): Considered the "father of progressive education," Dewey
advocated for active, collaborative learning connected to real-life experiences, viewing
schools as microcosms of democracy.
William H. Kilpatrick: A student of Dewey, developed the Project Method, where students
learn through engaging with complex, real-world projects.
Reconstructionism:
Theodore Brameld (1904–1987): Founded Social Reconstructionism, believing education's
role was to address societal issues and build a more unified and compassionate world,
particularly in the post-WWII era.
George S. Counts (1889–1974): Argued that schools should prepare individuals to actively
build a new social order, famously posing the question, "Dare the School Build a New
Social Order?”
Philosophies of Education in Practice (Situations)
Situation 1 (Social Reconstructionism): Learners analyze current societal issues and explore
how education can address emerging challenges, proposing changes that extend beyond the
classroom.
Situation 2 (Essentialism): Classroom time is structured, with the teacher selecting content,
providing direct instruction, and assessing mastery of foundational skills before advancing to
complex topics.
Situation 3 (Progressivism): Instead of a written test, students plan and execute a mini-class
activity (e.g., budgeting for an event), working collaboratively, making decisions, and adapting
based on feedback. The teacher observes and guides learning.
Situation 4 (Perennialism): Students analyze classical texts, and the teacher uses Socratic
questioning ("Why?" and "How can you justify that?") to encourage logical reasoning and the
use of universal principles over personal experiences.
Situation 5 (Perennialism): Students discuss the relevance of ideas from an ancient
philosophical text to modern life, debating their applicability. The teacher facilitates deeper
thinking through questioning without providing direct answers.
Situation 6 (Progressivism): Students plan a project to improve their school environment,
involving research, group discussion, and action planning. They reflect on potential
successes and failures, with the teacher offering suggestions only when requested and
encouraging learning from the process.
Philosophical/Ideological Implications on Curriculum
1. Preservation of Knowledge, Values, and Traditions:
The curriculum serves to preserve and transmit customs, values, traditions, and knowledge
to future generations.
Students gain an understanding of both historical and contemporary realities.
This knowledge aids learners in adapting to new life changes and situations.
2. Intellectual Development:
Philosophical guidance ensures that the curriculum fosters intellectual growth beyond
mere practical skills.
It teaches students how to reason effectively.
It develops problem-solving abilities applicable to real-life scenarios.
It encourages the exploration of eternal truths and methodologies of inquiry.