THE ROLE OF HISTORY IN CURRICULUM DEVELOPMENT

Okwuedei Chlikuha, Augustus.

Abstract
There is no disputing the fact that through curriculum development
aspects of our cultural heritage that are no longer relevant because of
their failure to satisfy the needs and aspirations of the contemporary
society are discarded or modified. Also there is need to focus on
aspects of our cultural heritage to enable us understand their origin,
shortcomings, failures and successes, in order to have an intelligent
reconstruction of the curriculum. This paper takes a look at the role of
history in curriculum development from a historical perspective. It
identifies that history is an instrument used in unfolding aspects of our
cultural heritage that are no longer worthy, for their irrelevance to the
present society among others. Suggestions are made on the need to
emphasize a proper understanding of history in our advances in
curriculum development.

Introduction
Curriculum has an age-long history. It has been carried on since the pre-literate times in our
societies. It was done through the indigenous system of education, which is as old as man in Africa.
In traditional African societies and elsewhere, people of diverse origins evolved their own ways
of training their children or wards in different arts and crafts, and in the transmission of their culture and
tradition. This transmission of knowledge and skills are features that have been in a continuous
handover from generation to generation, with moderations here and there, in traditional societies right
from the existence of man to this day.
Education which is the transmission of the cultural heritage for a rewarding life has been one of
the most persistent concerns of men throughout history. The transmission of the cultural heritage is
perpetuated through the curriculum in the school.
The continuous handover of knowledge and skills lo present day with moderations here and there is
what is known as curriculum development and it is what Caswell (1966), recognized when he states that;

The curriculum has been a subject of study and innovation since the
beginning of organized education. Innumerable historical events and
persons have contributed to its form and content. Names such as
Comenius ; Pestalozzi; Herbert; Froebel; Horace Mann; W i l l i a m T.
Harris are reminders that serious thought about curriculum and
extensive efforts to achieve new and better forms have been
ever-present characteristics of Western Education (Short and
Marconnit, 1970:26).

In Nigeria, for example, Western education interfered with the traditional education which was
then functional, as it rhymed with the needs of the society at that time. Western education signaled the
introduction of formal schooling with the aid of the colonialist and their missionary agents in 1842. The
idea of the missionary education before 1882, was to serve the whims and caprices of the colonialists.
Their education was totally against and was not articulated with the cultural elements of the
society they intended to serve. Because of the above shortcomings of the missionary/colonial
curriculum, there arose a sudden need to improve and reform the curriculum at all levels of education in
order to jettison the alien educational heritage and orientation. This functional inadequacies in Nigerian
schools as inherited from the colonial regime which needed to be attended to with all required
immediacy (Okobiah, 1988) gave a rise to the urgent need to reevaluate the educational system and the
curricula of schools and colleges.
Okwuedei Chukuka, Augustus
Consequent upon the foregoing identified needs, the 1969 curriculum conference on curriculum
reform and development was convened in Lagos, Nigeria, under the auspices of the then Nigerian
Educational Research Council (NERC) now, Nigerian Educational Research and
Development Council (NERDC). The outcome of the conference is the modification of the
educational system and its old syllabus in order to meet the demands of the Nigerian national aims and
objectives as enunciated in the National Policy on Education (FRN, 1977, revised 1981,1998 and
2004). This is intended to fulfill the needs and aspirations of Nigerians in this age of science and
technology. The policy is presently being implemented by all the states of the federation, from the
foregoing, there is no gainsaying the fact that history is a veritable instrument for understanding our past
as we make efforts at improvement in the present. Contemporary society will always find value in
seeing history as a road map for the present, and continue to consult it with greater regularity for
educational guidance among others.
If history is to be seen to function effectively in curriculum development then the practitioners
must understand their relationship. Curriculum development is a human activity that should be reported
innovatively as they evolve. History provides the instrument for disseminating the evolution of
curriculum improvement.
Transmitting, the evolution of curriculum improvement must be perceived as the process of
addressing, identifying and analyzing the successes, failures and shortcomings of past curricula and
providing curriculum practitioners with relevant information and well defined strategies for
improvement in the present and for fulure hope:
f his paper being an essential contribution to the contemporary pool of ideas in the curriculum field is
interested in discussing history as an instrument of curriculum development, but not history as a
discipline per sc. In its’ bid to achieve the stated objective, the paper will answer the following
questions:
1. What is curriculum development?
2. What is history? ; and also examine the relationship between
history and curriculum development.

What is Curriculum Development?

It is a tru ism that a worthwhile curriculum is never static, but dynamic. An analysis of all the
intended aims, goals and objectives; the learning experiences; the content chosen; the organization and
integration of learning experiences applied, and the method of evaluation used has revealed that changes
have continued to occur, as they may not be meeting the desired needs or ends of the people or nation
consuming that curriculum (Okoye, 1991). These changes are expressed through curriculum
development. In the words of Nicholls and Nicholls (1978), the planning of learning opportunities
intended to bring about certain changes in pupils and the assessment of the extent to which these
changes have taken place is what is meant by curriculum development. Curriculum development
therefore implies the implementation of all the decisions reached at the planning level, in respect of the
nature, organization and orientation of the curriculum (Ughamadu 1998).
Most often schools and teachers are criticized for the education they are providing and teachers
are being encouraged to make some changes because we live in a changing society in which new
knowledge is constantly being discovered and in which old knowledge is being proved wrong (Nicholls
and Nicholls, 1978). With the realization that pupils must be prepared to cope with the demands of a
society, which is changing so quickly, teachers need to reappraise what they are offering to pu p ils.
Curriculum development has manifested itself in such attempts as curriculum revision and
innovation. Curriculum revision is manifested whenever any change occurs in any stage of the
curriculum process, or the entire curriculum and new life is injected into the existing curriculum. As
Onwuka (1981), posits when there is dissatisfaction with an existing system or curriculum, there is
always need for change or modification. For instance, as earlier mentioned, the colonial curriculum
which failed to meet the aspirations of the Nigerian society was revised to reflect the present philosophy
of education in Nigeria, with its aims and objectives being to attain the broad national goals (FRN,
2004). The implementation of the decisions reached at revising the curriculum signifies curriculum
development in that direction.
The Role of History in Curriculum Development
What is History?
Indeed the word "history" originated from the Greek word "historia", meaning inquiry, learning
by inquiry or the result of inquiry.
According to Collingwood (1976), history is the study of society in the past, in all its aspects in relation
to present developments and future hopes. It can be inferred from Collingwood's definition that history
is an inquiry into the various developments that took place in the past, in lives and works of the various
individuals associated with such events about the past and the present. This was why Ashaolu (1991)
contends that history is the memory of human race, which enables us to draw up the
past experience and thereby become wise. From the definition given above, one will find that
history enriches humanity in its bid at unfolding the ethnical values of society.

Relationship Between History and Curriculum Development

Education, as earlier noted, is the transmission of the cultural heritage of a people. The objective
of education in any country is derived from the culture of that society education is to serve. Those
cultural aspects to be taught, and learned by learners in schools, are enunciated in the objectives of
education and reflected in the philosophy of life of the nation .
A reflection on the philosophy of life of a nation demands that the life of the nation in the past should be
considered before the new curriculum emerges. Since history enriches humanity in its bid at unfolding
the ethical values of society in the past, as earlier noted, it is necessary to consider the relationship
between history and curriculum development .
Borrowing-from Abelson (1982), history is a part of philosophy. This is because history offers
us an idea of the ideals and values of our society in the past as we relate it to present so as to build a
future brighter society. Acting in its function as a road map into the ideals and values of our society,
history automatically blends with curriculum development in the effort of transmitting the desirable
content of the culture derived from the national philosophy of education.
Curriculum development is intricately related to history in the sense that any consideration of its
relevance borders on its sensitivity to the values, beliefs, norms, tradition, aesthetic, science and
technology, art, religion, and customs of the people. Curriculum's sensitivity to the totality of the ways of
life of a people signifies that no curriculum can be considered relevant to the development of a people
unless it is deeply rooted in their cultural milieu. Be that as it may, one may infer that curriculum, which
is the transmission of the cultural heritage, derives its inspiration from history.
For instance, it is held that modem civilization with all its splendour has its roots in ancient
cultural and traditional practices of the Greeks, Romans, Egyptians, (Africans) and the
Babylonians(Maduewesi,2005). To amplify t h i s point, culture is viewed as the way of life of a people
exemplifying their accumulated wisdom, knowledge and skills which are passed from one generation
to another (Fafunwa, 1974). Education which aims at perpetuating the culture of the society from which
it emanates, mandates a thorough knowledge of its rooting. Against this backdrop, history comes in
closely with curriculum development. Both history and curriculum development meets at this point,
since the perpetuation of the culture of a people from generation to generation is an integral part of what
is imbibed by the learner, through the curriculum.
Those cultural aspects that are considered unworthy of preservation and to be discarded for their
failure to rhyme with the needs of the contemporary society, through curriculum development are only
understood through the knowledge of their history. Therefore, the important relationship between history
and curriculum development is that of connecting what has gone in the curriculum past to the
reconstruction of the curriculum present.
Since curriculum development has become a vital educational enterprise in most parts of the
world today, it is pertinent to look at it from the historical standpoint. This is necessary, because 'many
curriculum development efforts in recent years have deep historical rooting" (Tanner and Tanner, 1975)
Because most recent curriculum reforms arc focused on pervading social problems that have their
genesis on past curricula according to Tanner and fanner, one can suppose that efforts at improving
quality of education, as well as attaining the goals of education in any particular country are not new.
They have benefited from the lessons that might have been learnt from the perspective of historical
experience.The points made so far in the preceding paragraphs does not however, suggest that
contemporary problems in the curriculum field can only be solved by simply turning to the past. The
argument here is that history as it relate to curriculum is a big prop in curriculum development.
Okwuedei Chukuka, Augustus
This is so, because, an understanding of the curriculum present, according to Tanner and Tanner
(1975), requires an understanding of the curricula past.
In what follows, the paper will focus on identifying the role of history as an instrument for curriculum
development.
1. History Plays the Role of Connecting the Curricula Past to the Curriculum Present as Our
Society Changes in Time.
Continuity is a feature that plays dominant role in the reconstruction of knowledge in history.
Because of the dynamic nature of life, to understand the essence of our contemporary
curriculum, we must surely have a sense of its historical evolution. This is because history has
shown, that everything was connected to everything else, believing that the nature of everything
is entirely understood in its development (Barraclough, in Marwick, 1981). The narration of our
curriculum history will go a long way in enabling us to understand and improve our efforts at
curriculum development in the contemporary scene. As Agina-Obu (2003) say, modern
curriculum should be a reflection of the past, the present and the future so that knowledge of the
past can help us operate the present better and give shape to the future. The contemporary
society will find value in history as a road-map for the present and continue to consult it with
greater regularity for educational guidance, among others.
2.History Plays an Important Role in Illuminating the Cultural Heritage and Experience, Which
the School Transmits Through the Curriculum in the Various Fields of Study.
A consideration that is given lo t h e sense of history in our efforts at curriculum development
is necessary because it helps in i l l u m i n a t i o n of human experience. The essentialist Burke's
view that the perpetuation of .i given value over a long period of time is the strongest possible
argument in favour of its permanent worth (Adewole, 1988), made people to uphold the
principle of transmission of values from one generation to another in the areas of politics,
economics, religion and of course education. This nature of human experience is the totality of
the cultural heritage, as earlier mentioned, which the school transmits through curriculum
content. This is where history and curriculum development meet.
3. History is Relevant in Implementing the Developed Curriculum.
Knowledge of the curriculum history enables the curriculum developers to be abreast with the
trend, and identify the shortcomings, failures and successes of curriculum development efforts
in the past, in their bid at an intelligent reconstruction of the curriculum field in the present. In
this regard, Chaffer and Taylor (1973) contends that history enables us to use the lessons of the
past in order to make some predictions for present actions or future developments. It is
therefore, evident that history helps in reconstruction of parts of the curriculum past, which have
relevance for the learners who undertakes it, and contemporary significance for the entire
society.A knowledge of the inadequacies in the content area of our curricula will enable us
fashion out new learning experiences that will rhyme with the needs and aspirations of
contemporary learners in particular.
Marwick (1981) argues that, by truly understanding periods of change in the past as they were
understood by contemporaries, can we make legitimate and fruitful contrast with change in our
time. In support of this submission, Agina - Obu (2003: 37) advice that:

For effective implementation of any new curriculum, it is imperative

for us to know what had been in existence in the system, its merit and
demerits and so fashion out how the new curriculum envisaged could
be operated effectively without slumping back into the old system
unduly.

4. History Plays the Role of Assessing and Analyzing the Worthwhileness of the
Curriculum.
No curriculum can be considered relevant to the development of a people unless it is deeply
rooted in their cultural mili eu . Any consideration of curriculum relevance borders on its
sensitivity to the values, beliefs, norms, tradition, aesthetics, science and technology, art,
religion and customs of the people (Maduewesi, 2005). Be that as it may, the knowledge of
history will surely inspire curriculum developers to take account of changes in the social
The Role of History in Curriculum Development
order in their curriculum development effort. Prom the much discussed, it is obvious that the
knowledge of history will enable us determine the worth or relevance of the curriculum
developed for a people. It is therefore, very important in curriculum evaluation process. History
enables us to apply its exercise of thought in assessing evidence, to critically examine, in an
objective manner, the extent to which the desired change has taken place in the new curriculum.
This position is held by Anene and Brown ( 1 9 X 1 ), when they opined that the purpose of
studying history as a discipline is that of enlarging students capacity to deal with
problems by the exercise of thought in assessing and reaching conclusion.
Invariably, history as a discipline is an instrument which can be employed in the intelligent and
critical evaluation of any given developed curriculum, be it at the stage of revision, or
implementation, through evidence and objective analysis of the existing or past curricula.

Conclusion and Suggestions

It is concluded from the submissions in this discourse that:

Curriculum development is the transmission of certain cultural values

and experiences in our society, that have been considered to be worthy.

Without a thorough understanding of history (of education) efforts at reforming education in any nation
may rather be dull and without direction.
History is among other fields that are intricately related to the curriculum scope, and serves it better in its
functions. It is suggested that:
1. Curriculum developers and practitioners should be abreast with the past and origin of
curriculum and be current in developments in curriculum field in the present.
2. The use of persons or groups vast in curriculum theories affecting different areas of
knowledge should be emphasized for effective development of curricula in the different
fields of study.
3. History should be made compulsory at the senior secondary level, because its study
may contribute in widening our horizons in respect of the fundamental questions that
may arise when curricula issues are to be considered in our future educational
development endeavours. Without a proper understanding of history, advances in
curriculum development may rather be dull

References:
Abelson, R.A. (1982). Philosophy: The Book of Knowledge Connecticut: Grolier incorporated.

Abimbola, I.O. (1993). Guiding Philosophical Perspectives. In IJ.M.O. lvowi (ed) Curriculum
Development in Nigeria (Including a Treatise of Social, Economic and Political Perspectives).
Onitsha:

Agina-Obu, T.N. (2003). Fundamentals of Curriculum Theory and Development. Port Ilarcourt: Edik
Integrated services.

Anene, J.C. and Brown, E.N.(1981). Africa in the I9lh and 2()"' Centuries. Ibadan: Nelson Publishers.

Arifalo, S.O. (2002). Historical Consciousness in Preliterate Nigerian Societies. In G.O .Oguntomisin
and Ajayi (eds.) Readings in Nigerian History and Culture Essays in Memory of Professor J.A.
Atanda. Ibadan: Hope Publications

Ashaolu, T.A.. (1991). Key Points on History: Benin Noble Publishers.

Chaffer, J. and Taylor, L. (1975). History and the History Teacher. London: George Allen and Unwin
Ltd. Collingwood, R.G.(1976). The Idea of History . New York: Oxford
University Press
Okwuedei Chukuka, Augustus
Fafunwa, A.B. (1974). History of Education in Nigeria: London: George Allen and Unwin Ltd.

Federal Republic of Nigeria (2004). National Policy on Education: Lagos Federal Government Press

Maduewesi, E.J. (2005). Benchmarks and Global Trends in Education: Benin- City Dasylva Influence
Enterprises

Marwick, A. (1981). The Nature of History. London: The Macmillan Press Ltd.

Nicholls, A. and Nicholls S.H. (1978). Developing a Curriculum. A Practical Guide. London: George
Allen and Unwin Ltd.

Okobiah. O.S. (1988). The New National Policy on Education and the Development of Social Studies
Curriculum for Nigeria Schools. Journal of Curriculum Studies. 111, 65 - 76

Okoye, N.S.(1991). Curriculum Theory and Development . Enugu: New Age Publishers

Onwuka, U. (ed) (1981). Curriculum Development for Africa. Onitsha: Africana Fep. Publishers Ltd.

Short, E.O. and Marconnit, G.D. (ed) (1970). Contemporary Thought on Public School Curriculum:
Readings: Dubuque Yowa: WMC Brown Company Publishers .

Tanner, D. and Tanner, L.N. (1975). Curriculum Development: Theory and Practice New York:
Macmillan Publishing Co. Inc.

I 'ghamadu, K.A. (1998). Curriculum: Concept. Development and Implementation. Onitsha: Kmensuo
Educational Publishers.

I icvbu, A.O. (1985). Curriculum Studies. Hong Kong: Longman Group Ltd.

85