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    The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the accumulated heritage of man's knowledge filtered for contemporary demands, representing the wisdom deemed relevant for a given time and place. Curriculum allows students to achieve goals and expresses the general aims of education. Traditional curriculum focuses on subjects while modern curriculum centers on children and life. The document also outlines different traditional and progressive views on curriculum, such as emphasizing the 3Rs, disciplines, experiences, and potential services in schools.

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    The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the accumulated heritage of man's knowledge filtered for contemporary demands, representing the wisdom deemed relevant for a given time and place. Curriculum allows students to achieve goals and expresses the general aims of education. Traditional curriculum focuses on subjects while modern curriculum centers on children and life. The document also outlines different traditional and progressive views on curriculum, such as emphasizing the 3Rs, disciplines, experiences, and potential services in schools.

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    The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the accumulated heritage of man's knowledge filtered for contemporary demands, representing the wisdom deemed relevant for a given time and place. Curriculum allows students to achieve goals and expresses the general aims of education. Traditional curriculum focuses on subjects while modern curriculum centers on children and life. The document also outlines different traditional and progressive views on curriculum, such as emphasizing the 3Rs, disciplines, experiences, and potential services in schools.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    158 views9 pages

    Report

    Uploaded by

    Bea Timbol Manaloto
    The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the accumulated heritage of man's knowledge filtered for contemporary demands, representing the wisdom deemed relevant for a given time and place. Curriculum allows students to achieve goals and expresses the general aims of education. Traditional curriculum focuses on subjects while modern curriculum centers on children and life. The document also outlines different traditional and progressive views on curriculum, such as emphasizing the 3Rs, disciplines, experiences, and potential services in schools.

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    Download as pptx, pdf, or txt
    of 9

    The School

    Curriculum:
    Definition, Nature
    and Scope
    What Can You Say?
    Headlines

    The Philippines Shifts to K-12 Curriculum


    TeachersAre Reluctant to Teach Beyond the
    Written Curriculum
    Co-curricular
    Activities: Learning
    Opportunities or Distraction?
    Nature of Curriculum
    Curriculum makes a difference between maturity and immaturity, between
    growth and stasis, between literacy and illiteracy, between sophistication and
    simplicity.
    It is the accumulated heritage of mans knowledge filtered through the
    prisms of contemporary demands and pressure.
    It is that wisdom considered relevant to any age at a given location
    It is what we choose from our vast amount of heritage of wisdom to make a
    difference in the life of man.
    Meaning of Curriculum

    The term curriculum has been derived from the Latin word Currere which
    means a race course or a runway on which one runs to reach a goal.
    Accordingly, a curriculum is the instructional and the educative programme
    which pupils/students follow in order for them to achieve their goals, ideals,
    and aspirations.
    It is through curriculum in which the general aim of school education receive
    concrete expression.
    Traditional curriculum is subject-centered while modern curriculum is child
    and life-centered.
    Curriculum from Traditional Points of View

    Robert M. Hutchins-views curriculum as permanent studies, 3 Rs


    should be emphasized(Reading/Writing/Rithmetic) in Basic Education
    while liberal education should be emphasized in college.
    Arthur Bestor- believes that curriculum should focus on grammar,
    literature, writing, mathematics, science, history and language.
    Joseph Schwah- thinks that discipline is very vital in forming the
    learners mind. 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.
    Curriculum from Progressive Points of View

    John Dewey- believes that education is experiencing. Reflective thinking


    unifies curricular elements tested by application.
    Holin Caswell and Ken Campbell- viewed curriculum as all all experiences
    children have under the guidance of teachers.
    Othaniel Smith, William Stanley and Harlan Shore- defined curriculum as a
    sequence of potential services done in schools to discipline learners through
    thinking and acting.
    Colin Marsh and George Willis- viewed curriculum as all the experiences in the
    classroom enacted by the teacher and learned by the students/ pupils
    Curriculum from Traditional Points of View

    Robert M. Hutchki

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