Chapter 4

Philosophical Dimensions in Curriculum Development

 Curriculum

Development as an instrument of education is based on philosophy which has man as its focal point. studies man not only in himself but also in his relations with reality and his relations with God.

Philosophy

Man as himself (mans body and mind, passions and emotions, intellect, will and freedom, immortality, values and behavior patterns, culture, history and science). Mans relation with reality (nature of reality, what man can know). Mans relation with God (Gods existence, plan and providence).

Philosophical Theories of Education

Essentialist Progressivist Perennialist Reconstructivist

Various Philosophical Approaches

Two main approaches in Curriculum Development Essentialist Approach
subject-centered traditional approach school has rooted in human needs

Progressivist Approach
childs experience is favored over the curriculum

Two ways to obtain learning skills:

1. Empirical Approach
Truth is discovered by noting what activities a person usually engages in and is later arranged to produce the learners cognitive experience in each of them.

2. Conceptual Theory
Student activities are grouped under conceptual heads and rather than touching the details . More on practical approach

Two ways in the treatment of subject matter of the curriculum as knowledge:

1. Reading-to-wear
The subject matter is found, collected, systematized and printed in textbooks, etc

2. Custom-made
This is centered more on the pupils problem. The curriculum is made in terms of the pupils need.

Philosophical Doctrines With Regard To The Truth Knowledge In The Curriculum

IDEALISTS
Knowledge in the curriculum is true if it achieves consistency among observers A test is reliable and objective if the successive impressions of a single investigator tend to be consistent with each other and with those of other investigators.

REALISTS PRAGMATISTS
Knowledge is true Knowledge is true if it if ones ideas workable . correspond to his external reality. Truth does not exist, happens. is

it

 The

curriculum should also be shaped according to values as required by the needs of the individual and of the social culture.

Reconstructionism
It

is a philosophy of ends attainable through the development of powerful means possessed latently by the learner.

Its main thesis is as follows:

1.

Transformation of society by technological and scientific revolution is so radical. The task of educators is to analyze the social trends.

2.

3.

There is a need for a continuous critical reexamination of the meaning of democratic way of life. Critical examination and reconstruction of the current problems and conditions must constitute the core of the educational program of today.

4.

Existentialism
Its central features include:
1.

As a new attempt to deal with some old persistent ethico-religious problems As a group of revolt against the traditional way of thinking. As a historical movement.

2.

3.

TRINITARIAN SCHEME OF THE CURRICULUM

Theory of Knowledge 2. Theory of Value 3. Aesthetic Value

1.

Categories of the beginning point of truth in a curriculum

1. Knowing that
Proposition knowledge

2. Knowing how
Cognitive action

Doctrines in Value Theory

1.

Values are internal and subjective

2. Values resident in the curriculum are external and objective 3. Value is both external and internal like a product of the relation between them.

Chapter 5
Theological Foundations of Curriculum

1.

God-centeredness
The body and soul of the man are substantially united.

2.

Christ-centeredness
I am the Way, the Truth and the Life

3.

Community-centeredness
The community is the extension of God and Christ through space and time .

PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEVELOPMENT

The Main Theories of Learning

Main Categories 1. Association Theories
Stimulus-Response Theory Operant Conditioning

2.

Field Theories
Gestalt Theory

3.

Perceptual Theories
Learning is considered as self-perception.