CHAPTER THREE

3. Major Foundations of Curriculum

 Considering educational policies and programs in the context of an

interdisciplinary effort encompassing philosophical, psychological, sociological
and historical foundation of curriculum.
3.1. Philosophical foundation of curriculum is at the heart of
curriculum development.
• It helps educators in formulating beliefs, arguments, and
assumptions and in making value judgments.
• Philosophy develops a broad outlook, and it also helps in answering
what schools are for, what subjects are important, how students
should learn, and what materials and methods should be used.
• Philosophical Foundations of Curriculum should be based upon
fundamental principles of Educational philosophy, National
objectives and school of educational thought.
 Cont…
• Many sources consider philosophy to be “the study of basic
ideas about knowledge, truth, right and wrong, and the nature
of meaning of life.” (Merriam-Webster Dictionary).
• Locke defines philosophy as a “process of liberation from
ignorance and prejudice” (Curriculum Studies, 2020.)
• Thus, philosophy is a crucial determinant of curriculum trends
and the curriculum development process by helping clarify our
thought process.
• Philosophy is a process of the mind, there are a variety of
philosophical thoughts that need consideration.
• There are two broad categories of philosophy: the traditional
and modern philosophies.
 3.1.1. Major Philosophies

Activity. Identify and Discuss their contributions of major

and educational philosophies on curriculum?
 Major Philosophies such as Idealism, Realism, Pragmatism, and
Existentialism, as well as educational philosophies arising from those
major philosophies.
 Idealism: the curriculum focuses on the study of core subjects such as
language, philosophy, theology, mathematics, literature and history
other intellectual disciplines.
• Curriculum would focus on broad ideas.
• The idealist teachers are expected to bring inner spiritual growth,
development of the inner striving towards self hoods, to self-
consciousness and self-direction.
• Their method emphasizes on experience than nature and the self than
facts.
• Teaching methods used within idealism include: lecture, discussion,
 Cont…
• It aims to provide students with a well-rounded education that
emphasizes the exploration of time lese ideas and promotes
intellectual growth and moral development.
 Realism: the focus is on teaching students skills and knowledge.
• That is applicable to real-world situations. This may include
practical skills such as critical thinking, problem-solving,
communication, and decision-making.
• The curriculum may also emphasize the study of subjects that are
directly relevant to the real world. Such as science, technology,
engineering, and mathematics (STEM) subjects. As well as
subjects related to business, economics, and finance.
• Based on this philosophy, there should be a core curriculum for
every learner.
 Cont…
• The curriculum consists primary of physical & social sciences/maths
that explain natural phenomena less emphasis on language.
• The most general and abstract subject at the bottom of curriculum
hierarchy
• The three Rs (Reading, Writing & Arithmetic) are necessary in
person’s basic education
 Pragmatism: It is also referred as experimentalism.
• Curriculum, according to the pragmatists, should be so planned that
it teaches the learner how to think critically rather than what to
think.
• Teaching should, therefore, be more exploratory in nature than
explanatory.
• Curriculum Development should prioritize practical goals and
relevance to learners' needs and interests.
 Cont…
• Learner-Centered Instruction should foster autonomous
and critical thinking, with the flexibility and adaptability
to meet the requirements of each student.
• Pragmatists propose a curriculum based on
problems that arise out of daily living.
• The curriculum should include subjects which may
give the necessary skills to students. This may
include language, hygiene, history, geography,
physical training, science, domestic science, etc.
 Cont…
• The focal point for organizing curriculum is the interest of
children rather than the traditional subject matter
organization.
• Learning by doing things
• Emphasis on methods or approach to learning in curriculum
planning
• The content of curriculum must be selected from different
activities of real life.
• They believed that in the unity of knowledge and skills
 Existentialism: curriculum should be mainly liberal since
“liberal learning is most likely to lay a foundation for human
freedom”(Power, 1982).
• Curriculum should satisfy the immediate as well as the
ultimate needs.
 Cont…
• The primary aim of the curriculum is to help learners develop
their own values and understand themselves within their own
cultural context: rather than being dense with facts to learn.
• An existential curriculum includes activities that will help
learners explore and express their own values and identities.
• Curriculum should have a broad range of subject matter from
which learners can choose, i.e., electives, and an inclusion of
subjects that involve:
 human emotions
 aesthetics, and also
 philosophical subjects.
• The curriculum stress self- expressive activities, experimentation
&methods & media that illustrate emotion, feeling &insight.
 3.2. Educational Philosophies Influencing Curriculum

 Educational philosophy can be derived from the roots of idealism, realism, pragmatism
and existentialism
• The educational philosophies include perennialism and essentialism in the traditional
category, while progressivism and reconstructionism fall under the modern philosophies
 Perennialism- Philosophical Base: Realism
• The stress is on significance of reason and intellectual development.
• Curriculum is expected to contain “important” subjects taught in their customary
separate form, e.g., history as history, geography as geography, and civics as civics,
rather than combining them and naming them “Social Studies” for example.
• Other subjects emphasized on literature, language, philosophy, theology, and
mathematics because of their ability to “sharpen the mind.”
• Role of teacher: Helps students to think rationally. Teacher is an authority in the field (Unquestionable)
• Teaching method: Socratic method, oral exposition (lecture), explicit teaching of traditional values
 Essentialism- Philosophical base: Realism and Idealism
• Aim: to instill students with the “essentials” of academic
knowledge and character development
• Essential skills: especially reading, writing, and arithmetic (three Rs) and
academic subjects such as English, science, history, and mathematics are given
priority.
 Cont…
• As with perennials, the curriculum is subject-centered and emphasized
separate organized disciplines as opposed to integrated subjects.
• The core of the curriculum is essential knowledge and skills and
academic rigor./this core curriculum May change.
• Role of teacher: Authority in the field.
• Teaching method: explicit teaching of traditional values. Tough discipline
 Progressivism- is originating from pragmatism.
• Aim: To provide democratic, social living
• The major emphasis is on a child or learner-centered curriculum.
• The curriculum therefore is based on the learners’ interests, needs,
abilities, and aspirations, among other characteristics of the learners.
• Interdisciplinary subject matter.
• Focus on activities and projects.
• Process is more important than content
• Relevant curriculum
• Role of teacher: To guide
• Teaching method: Problem solving and scientific inquiry.
 Cont…
• Progressive education curriculum emphasized on different approaches to the teaching/learning
process, namely:
 teacher-pupil planning of curriculum activities
 flexible curriculum and individualized instruction and
 learner-centered teaching and learning method
• Selection of study material in line with the expressed interests and concerns of the learner.
• Progressivists emphasize the study of the natural and social sciences.
• Teacher should introduce students to new scientific, technological, and social developments.
• Non-formal curriculum activities and physical training in areas like games, related hobbies, and other
co-curricular areas.
 Reconstructionism/ Critical Theory-Philosophical base: Pragmatism
• Aim: To improve and reconstruct society
• Reconstructionism curriculum
– Emphasis on social sciences and social research methods
– Examination of social, economic and political problem
– International education
– Equality of educational opportunity
 Cont…
– Society is always changing and hence the curriculum has to be changed
always.
– Emphasizes the addressing of social questions and quest to create a better
society and world- wide democracy
– Focus on curriculum that highlights social reform as the aim of education.
• Knowledge: Skills and subjects that identify problems of society.
• Active learning with focus of contemporary and future.
• Role of teacher: Agent of change and reform (Project director)
• Teaching method: Case study, involve students for social responsibilities
3.2. Psychological foundation of curriculum
Activity. Mention the main contribution of each learning theories
in psychology on curriculum?
• Curriculum should consider Learner abilities, capacities, interests, aspects of
individual difference and so on.
• The psychological foundation in curriculum development focuses on
understanding individual development and learning.
• Some psychological foundations in curriculum development are: a Behaviorism:
This psychological foundation emphasizes understanding the relationship
between stimuli and responses in learning.
 Cont…
• The foundation of psychology has a significant role in curriculum
development.
• This is because psychology studies human behavior and mental
processes, including in the context of education.
• By considering the principles of psychology in curriculum
development, the curriculum will be more effective in achieving
learning goals and objectives and meeting the needs of students (Kelly,
2004).
• You should note the influence of psychology on curriculum resources,
teaching strategies, designs and stages of human development.
• Psychological foundations or curriculum are divided into the following
four categories or groups of thoughts.
 Mental discipline theory of learning
 Behavioral theory of learning
 Cognitive view of learning
 Gestalt theory of learning
•
 Cont…

 Mental Discipline and Curriculum

• This theory was also known as faculty psychology.
• The theory assumes that the mind is made up of series of faculties, each of
which are related to a particular function of ability of mind.
• For them learning was presumed to be the training of various faculties of mind
where memory is one of the faculties
• Curriculum content was often chosen on the basis of how well it would
discipline and exercise the mind.
• They give priority to subjects such as foreign language, mathematics and
sciences
 Behaviorism & Curriculum
– It is dealt with and explained in terms of observable reactions.
– Learning is explained as a conditioned response./learning occurs as a
result of stimulus and response association.
– Experiences selected in the curriculum are such as to produce
conditioned response& drill remains a prominent method of teaching.
  Cognitivists & Curriculum
• Pattern formation (systematic organization of information), reflection, use of
acronyms, rehearsing learned material etc. are some of learning strategies
• curriculum is learning experiences that students learn both inside and
outside the schools and contents are means of learning.
• They believe in learning by doing or problem solving methods of
learning- which are their contributions.
• The teacher’s role facilitating the students own discovery-known as inquiry
training
 Gestalt theory and Curriculum
• Gestalt comes from German which means pattern or structure.
• It is also known by Field Theory of psychology.
• Development of a curriculum that offer the learner an opportunity to
discover process and relationship.
• Emphasis is placed upon perceiving a whole in order to understand the
importance of specific parts.
• Gestalt theory emphasizes that the whole of anything is greater than its
parts.
 3.3. Sociological foundation of curriculum

Activity: Discuss how curriculum affects the society and

its culture and vice-versa?
• Sociology is science of society. It deals with social phenomenon such
as social life, social change and the social causes and consequences
of human behavior.
• Society and culture are major sources of curriculum. Society refers to
a group of organized individuals who think of themselves as a
distinct group
• The sociological aspects of the curriculum affects the development
of the curriculum in the sense that there are certain factors which
intervene in the curriculum development process due to:
 cultural beliefs
 societal expectations
 values, norms and traditions emanating from the background of
stakeholders.
 cont…
• Therefore, curriculum should be designed in light of
the main trends and development of the society
• Society is a general body of people, communities or
nations constituting civilized mankind.
3.4. Historical Foundation of Curriculum
Activity. Discuss the major historical contributions
for curriculum?
• Historical foundations refer to a systematic analysis of
curriculum developments during a given period of time.
• It deals with past events, which have led to present trends of
education.
• By analyzing past periods of curriculum, it is possible to view
and review the needed curriculum in terms of current and
future education needs.
 Cont…
• History has a significant impact on curriculum development
because it shapes the way we view and understand the world.
• Curriculum developers draw upon historical events, ideas, and
perspectives to create educational programs that help students
gain a deeper understanding of the past and its impact on the
present.
• The study of curriculum history can help us develop more
constructive attitudes toward the present
 Generally, curriculum development should be done in references
with relevant and appropriate philosophical thoughts, learning
theories, the cultural values and norms of the society and historical
features of curriculum.