Outstanding Personalities in the

cluster of Curriculum Foundation

who contributed to Curriculum
Development
PHISOLOPHICAL FOUNDATIONS
John Dewey, (born October 20, 1859, Burlington, Vermont, U.S.—died June 1, 1952, New York, New

York), American philosopher and educator who was a cofounder of the philosophical movement known

as pragmatism, a pioneer in functional psychology, an innovative theorist of democracy, and a leader of

the progressive movement in education in the United States. There his interests gradually shifted from

the philosophy of Georg Wilhelm Friedrich Hegel to the new experimental psychology being advanced in

the United States by G. Stanley Hall and the pragmatist philosopher and psychologist William James.

Further study of child psychology prompted Dewey to develop a philosophy of education that would

meet the needs of a changing democratic society. In 1894 he joined the faculty of philosophy at

the University of Chicago, where he further developed his progressive pedagogy in the

university’s Laboratory Schools. In 1904 Dewey left Chicago for Columbia University in New York City,

where he spent the majority of his career and wrote his most famous philosophical work, Experience

and Nature (1925). His subsequent writing, which included articles in popular periodicals, treated topics

in aesthetics, politics, and religion. The common theme underlying Dewey’s philosophy was his belief

that a democratic society of informed and engaged inquirers was the best means of promoting human

interests.
Through his writings, it is known that Dewey firmly believed that education

should be more than teaching students mindless facts that they would soon

forget. Instead of relying on rote memorization to learn, he thought that

education should consist of a journey of experiences, building upon each other

to create and understand new ideas.

Dewey saw that traditional schools tried to create a world separate from

students' everyday lives. He believed that school activities and the life

experiences of students should be connected, otherwise real learning would be

impossible.

Cutting students off from their psychological ties (i.e., society and family) would

make their learning journey less meaningful and thereby make learning less

memorable. Likewise, he believed that schools also needed to prepare students

for life in society by socializing them.

Although Dewey's educational philosophy has been challenged by the rigorous

academic standards of modern day, 3 educators still lean on his ideals and

principles to shape their teachings as well as the minds of future generations.

 RALPH W. TYLER (1902-1994)

Born: April 22, 1902

Died: April 22, 1994

Tyler published Basic Principles of Curriculum and Instruction in 1949.

Ralph Tyler is regarded as one of the foremost educators of the 20th century

and is considered by many to be “the grand old man of educational research”

(Stanford News Service, 1994). He is often associated with educational

assessment and evaluation as well as curriculum theory and development.

Contribution: helped develop that National Assessment of Educational Progress

(NAEP) in the 1960’s.

HISTORICAL FOUNDATIONS
 DR. BENJAMIN RUSH
(Jan. 4, 1746 - April 19, 1813)

He is an American physician and political leader, a member of the Continental Congress and

a signer of the Declaration of Independence. Rush was born into a pious Presbyterian

family. He was sent to a private academy and on to the College of New Jersey at Princeton,

from which he was graduated in 1760. After a medical apprenticeship of six years, he sailed

for Europe. He took a medical degree at the University of Edinburgh in 1768 and then

worked in London hospitals and briefly visited Paris. Returning home to

begin medical practice in 1769, he was appointed professor of chemistry in the College

of Philadelphia, and in the following year he published his Syllabus of a Course of

Lectures on Chemistry, the first American textbook in this field. As a physician, Rush was a

theorist, and a dogmatic one, rather than a scientific pathologist.

Rush was an early and active American patriot. As a member of the radical provincial conference in June 1776, he drafted a resolution urging

independence and was soon elected to the Continental Congress, signing the Declaration of Independence with other members on August 2. For a

year he served in the field as surgeon general and physician general of the Middle Department of the Continental Army, but early in 1778 he resigned

because he considered the military hospitals mismanaged by his superior, who was supported by General Washington. Rush went on to question

Washington’s military judgment, a step that he was to regret and one that clouded his reputation until recent times. He resumed the practice and

teaching of medicine and in 1797, by appointment of Pres. John Adams, took on the duties of treasurer of the U.S. Mint. He held this office until his

death.
CONTRIBUTION

Dr. Benjamin Rush believed that education should “advance

democracy and the exploration and development of natural resources”

(Ornstein, 2009, p. 59). Rush developed an educational plan that

included “free elementary schools in every township consisting of 100

or more families, a free academy at the county level, and free colleges

and universities at the state level for society’s future leaders”

(Ornstein, 2009, p. 59). This plan would be paid for with the use of

taxes. His educational plan included: reading, writing, and arithmetic

(elementary), English, German, the arts, and sciences (secondary &

college), and good manners and moral principles in all levels.

 John Franklin Bobbit was born near English, Indiana on February 16,

1876. He was a son of James and Martha Bobbitt. He was born of

true American stock, who believed that hard work, study, self-

discipline, religious faith, and devotion to duty were the absolute

ingredients for survival in this life and entry into the life beyond. He

was a university professor and author. He also taught school from

1903 to 1907 at the Philippine Normal School in Manilla. He was a

university professor and author. He also taught school from 1903 to

1907 at the Philippine Normal School in Manilla. John Franklin

Bobbitt was a social efficiency advocate who saw the curriculum as a

means for preparing students for their adult roles in the new

industrial society. His work greatly influenced the development of

curriculum by emphasizing specifications and responses to current

social needs rather than on teaching classical subjects.

John Franklin Bobbitt

CONTRIBUTION

1918, Bobbitt authored “The Curriculum”. This was the first book to focus specifically on

curriculum. This book has been recognized by many scholars as the beginning of

structured curriculum. Bobbitt realized that it was not enough to just develop new

curricula, but saw there was a need to learn more about how new curricula could best

be developed. This insight came through his vast experience in the field of curriculum. In

his book, Bobbitt tells of a personal experience that caused him to look at curriculum

from the point of view of social needs rather than mere academic study. Bobbitt

formulated five steps in curriculum making:

(a) analysis of human experience - deal with separating the broad range of human

experience into major fields.

(b) job analysis –break down the fields into their more specific activities.

(c) deriving objectives – derive the objectives of education from statements of the

abilities required to perform the activities.

(d) selecting objectives - select from the list of objectives those which were to

serve as the basis for planning pupil activities.

(e) planning in detail – lay out the kinds of activities, experiences, and

opportunities involved in attaining the objectives.

PSYCHOLOGICAL FOUNDATIONS
Abraham Maslow, in full Abraham Harold Maslow, also called Abraham H. Maslow, (born April

1, 1908, New York, New York, U.S.—died June 8, 1970, Menlo Park, California), American

psychologist and philosopher best known for his self-actualization theory of psychology, which

argued that the primary goal of psychotherapy should be the integration of the self.

Maslow studied psychology at the University of Wisconsin and Gestalt psychology at the New

School for Social Research in New York City before joining the faculty of Brooklyn College in

1937. In 1951 he became head of the psychology department at Brandeis University (Waltham,

Massachusetts), where he remained until 1969.

Influenced by existentialist philosophers and literary figures, Maslow was an important

contributor in the United States to humanistic psychology, which was sometimes called the

“third force,” in opposition to behaviorism and psychoanalysis.

In his major works, Motivation and Personality (1954) and Toward a Psychology of Being (1962),

Maslow argued that each person has a hierarchy of needs that must be satisfied, ranging from

basic physiological requirements to love, esteem, and, finally, self-actualization. As each need is

satisfied, the next higher level in the emotional hierarchy dominates conscious functioning.

Maslow believed that truly healthy people were self-actualizers because they satisfied the

highest psychological needs, fully integrating the components of their personality, or self. His

papers, published posthumously, were issued in 1971 as The Farther Reaches of Human Nature.
DR. BENJAMIN RUSH
(Jan. 4, 1746 - April 19, 1813)
was an American psychologist who spent nearly his entire career at Teachers

College, Columbia University. His work on comparative psychology and the

learning process led to the theory of connectionism and helped lay the

scientific foundation for educational psychology.

Born: 31 August 1874, Williamsburg, Massachusetts, United States

Died: 9 August 1949, Montrose, New York, United States

Full name: Edward Lee Thorndike

Education: Wesleyan University (1895), Columbia University, The Roxbury

Latin School,

Edward Thorndike was an influential psychologist who is often referred to as

the founder of modern educational psychology. He was perhaps best-known

for his famous puzzle box experiments with cats which led to the

development of his law of effect. Thorndike's principle suggests that

responses immediately followed by satisfaction will be more likely to recur.

The law of effect also suggests that behaviors followed by dissatisfaction or

discomfort will become less likely to occur.

Work and Theories

Thorndike is perhaps best-known for the theory he called the law of effect, which emerged from his

research on how cats learn to escape from puzzle boxes.

According to Thorndike's law of effect, responses that are immediately followed by a satisfactory

outcome become more strongly associated with the situation and are therefore more likely to occur

again in the future. Conversely, responses followed by negative outcomes become more weakly

associated and less likely to reoccur in the future.

Contributions to Psychology

Through his work and theories, Thorndike became strongly associated with the American school of

thought known as functionalism. Other prominent functionalist thinkers included Harvey Carr, James

Rowland Angell, and John Dewey.

Thorndike is also often referred to as the father of modern-day educational psychology and

published several books on the subject.

Thorndike was elected president of the American Psychological Association in 1912 and became one

of the very first psychologists to be admitted to the National Academy of Sciences in 1917. Today,

Thorndike is perhaps best remembered for his famous animal experiments and for the law of effect.
SOCIOLOGICAL FOUNDATIONS
Emile Durkheim (French Social Scientist)

Born- April 15, 1858

Died- November 15, 1917

Contribution- Developed a vigorous methodology combining empirical research with

sociological theory.

Childhood and education - Durkheim was born into a Jewish family of very modest means,

and it was taken for granted that he would become a rabbi, like his father. The death of his

father before Durkheim was 20, however, burdened him with heavy responsibilities. As early

as his late teens Durkheim became convinced that effort and even sorrow are more

conducive to the spiritual progress of the individual than pleasure or joy. He became a

gravely disciplined young man.

Fame and the effect of the Dreyfus affair.- These early volumes, and the one in which he

formulated with scientific rigor the rules of his sociological method, Les Règles de la méthode

sociologique (1895; The Rules of Sociological Method), brought Durkheim fame and

influence. But the new science of sociology frightened timid souls and conservative

philosophers, and he had to endure many attacks.

Death and Legacy- The breaking point came when his only son was killed in 1916 while

fighting on the Balkan front. Durkheim stoically attempted to hide his sorrow, but the loss,

coming on top of insults by nationalists who denounced him as a professor of “apparently

German extraction” who taught a “foreign” discipline at the Sorbonne, was too much to bear.
Karl Heinrich Marx ( German Philosopher)

Born- May 05,1818

Died- March 14, 1883

Contribution- He published (with Friedrich Engels) Manifest der Kommunistischen Partei (1848),

commonly known as The Communist Manifesto, the most celebrated pamphlet in the history of the

socialist movement. He also was the author of the movement’s most important book, Das Kapital.

These writings and others by Marx and Engels form the basis of the body of thought and belief

known as Marxism

Childhood and education- Karl Heinrich Marx was the oldest surviving boy of nine children. His

father, Heinrich, a successful lawyer, was a man of the Enlightenment, devoted to Kant and Voltaire,

who took part in agitations for a constitution in Prussia. His mother, born Henrietta Pressburg, was

from Holland. Both parents were Jewish and were descended from a long line of rabbis, but, a year

or so before Karl was born, his father—probably because his professional career required it—was

baptized in the Evangelical Established Church. Karl was baptized when he was six years old.

Although as a youth Karl was influenced less by religion than by the critical, sometimes radical social

policies of the Enlightenment, his Jewish background exposed him to prejudice and discrimination

that may have led him to question the role of religion in society and contributed to his desire for

social change.
Brussels period- The next two years in Brussels saw the deepening of Marx’s collaboration with

Engels. Engels had seen at firsthand in Manchester, England, where a branch factory of his father’s

textile firm was located, all the depressing aspects of the Industrial Revolution. He had also been a

Young Hegelian and had been converted to communism by Moses Hess, who was called the

“communist rabbi.” In England, he associated with the followers of Robert Owen. Now he and Marx,

finding that they shared the same views, combined their intellectual resources and published Die

Heilige Familie (1845; The Holy Family), a prolix criticism of the Hegelian idealism of the theologian

Bruno Bauer. Their next work, Die Deutsche Ideologie (written 1845–46, published 1932; The

German Ideology), contained the fullest exposition of their important materialistic conception of

history, which set out to show how, historically, societies had been structured to promote the

interests of the economically dominant class. But it found no publisher and remained unknown

during its authors’ lifetimes.

Character and significance- At Marx’s funeral in Highgate Cemetery, Engels declared that Marx had

made two great discoveries, the law of development of human history and the law of motion of

bourgeois society. But “Marx was before all else a revolutionist.” He was “the best-hated and most-

calumniated man of his time,” yet he also died “beloved, revered and mourned by millions of

revolutionary fellow-workers.”
 REFERENCES

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 PROF 8 OUTPUT
ASSIGNMENT #2: CURRICULUM FOUNDATIONS
WITH THE PARTICIPATION OF THE FOLLOWING:

AMADO, JOHN REY B.

DELA CRUZ, ANGELICA V.

CUNANAN, JULIE ANN B.

PABLO, ELLAINE G.

Omido, Ferdinand J.

SUBMITTED TO:

MRS. HELEN B. BUGAY

INSTRUCTOR