Foundations
of Curriculum
INTRODUCTION
It is not difficult to note that the
broad functions of education in any society may be categorized into three
headings-
a.
education as preservation and transmission of cultural heritage;
b. education as an instrument for
transferring culture and education and c. education as a means for individual
development.
Within each of the three phrases,
there are variation, some significant enough to cause sharp conflicts regarding
the nature of desirable curriculum.
Location and sources of knowledge
and information are now solely neither the textbook nor the teacher. The
virtual repository of web network has made available to all with the integration
of high technology with the curricular inputs. Thus, philosophy, sociology, psychology
and technology both singly and jointly are now the foundations of
curriculum.
PHILOSOPHICAL
FOUNDATION OF CURRICULUM
Introduction :
Structurally curriculum is based on
four foundations namely philosophical,sociological, psychological and
technological foundations. Here we are first concentrating our attention how
different schools of philosophy may be sourced to develop curriculum.
Philosophy is a continuous source of
knowledge being implemented for knowledge itself and helping the way to be
implemented. Therefore, in curriculum foundation epistemologically knowledge
and its structural presentation are very much significant. Curriculum planning
is an understanding of the structure of knowledge and its logical categories.
The central concern of curriculum, is the transmission of knowledge.
Idealism and the Curriculum :
As to an idealist, the ideas i.e. essence is more important
than the materialistic, i.e.
changing
state / order, non-permanent, at least a liberal curriculum is suggestive.
The basic questions which we
consider for inculcating philosophical application in curriculum may be
mentioned below :
1. What knowledge aspect may assist
pupils to think critically and creatively for mental development ?
2.
Which may reflect vital
subject-matter that has endured in nature ?
3.
Which may emphasize learning
acquired for development of inner potentiality ?
4. Which may reflect universal content
in relating one human being to another involving human development ?
Existentialism and the Curriculum
Existentialism in curriculum
development contributes the individualized pattern of instruction and trying to
explain the natural world where existence precedes essence as this
philosophical notion emphasise on rugged individualism. It also strongly
believes in freedom of each individual.
For applying the concepts of existentialism following instructions may be
suggestive
:
1. Pupils need to be guided to choose
what to learn (objectives), as well as learning activities to achieve the
desired ends. Learning centers may emphasize, in degrees, existentialist
thinking.
2. These needs to be much pupil / teacher
planning in the school / class setting. The involved pupilsmust, increasingly,
be free to select their own destiny and value system
.
3. Learners need to study and analyze
the human dilemma. Units of study in history and literature, in particular, can
offer pupils valuable insight into situations where right and wrong solutions
to problems were definitely in evidence.
4. Pupils with teacher guidance need to
notice absurd, ridiculous situations in life. A major objective of the
existentialist teacher is to have pupils accept the inconsistencies in society
and still attempt to operate morally in the environment,
5. The teacher needs to stress
continuously the importance of making personal choices and commitment.
6.
Discovering self-responsibility is
the cornerstone of such curriculum.
Experimentalism and the Curriculum
Experimentalists believe in building
up experience which according to them,represents ultimate reality, may not be
stable for over. They also assert that knowledge is modifiable though
continuous testing or verification.
Experiments and reality are keenly
involved in development of curriculum according to this type of philosophy. The
basic contributing factors are mentioned below :
1.
Problem solving objectives being
highly significant;
2.
Data gathering from a variety of
resources to solve problems;
3.
Developing hypotheses in answering
the identified problems;
4.
Testing and revising hypotheses, if
evidence warrants;
5. Working effectively in committee
settings; i.e. through group cooperation and discussion.
6.
Accepting the consequences of acts /
deeds performed.
7.
Change should be continuously in
evidence in the curriculum of life.
8.
Contents must be linked to real
experiences of life.
Realism and Curriculum
1. Pupils should experience, in
particular, a quality science and mathematics curriculum. Precise, measurably
stated objectives can be emphasized in teaching learning situations. The
content of science and mathematics is accurate and verifiable.
2. Pupils should be guided to receive
exact content as it truly is in the natural / social environment. Replicas of
what exists in the environment should be experienced by learners.
3. Learners need to realize that much
of what occurs in the natural environment, in particular, is relatively stable
and not subject to continuous change. The natural environment, of course,
changes in degrees, but changes occur slowly.
Discussion :
Depending upon the philosophy of
education being emphasized, a selected set of consistent objectives may be
chosen for pupils to achieve. Each philosophical school of thought has unique
objectives for learners to acquire.
Ø
Existentialists emphasize that the individual make
moral choices and decisions in a relatively
absurd environment.
Ø
Idealists believe that universal ideas which
have stood the test of time be achieved by
learners, whereas experimentalists adhere to continual changes occurring in
society in which problems need identification and solutions.
Ø
Realists believe in a relatively stable
natural / social environment which learners can know as it truly is.
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