WHAT IS CURRICULUM DEVELOPMENT?

Subtitle TRADITIONALISTS
vs. PROGRESSIVISTS

SYLLABUS and CURRICULUM

What do you think is the di e!en"e# Subtitle

Definition of Sylla !"

u

A general overall plan of the content that the school should offer the student by way of qualifying him for graduation or certification or for entrance into a professional or vocational field Good$%&'()%*&

C!##i$!l!% definition"
n.

n.

+u!!i"ulu, is a dyna,i"$ eve!"han.in. se!ies o /lanned lea!nin. e0/e!ien"es. +u!!i"ulu, is eve!ythin. lea!ne!s e0/e!ien"e in s"hool

Definition" of CURRICULUM
u +u!!i"ulu,

is a "ultu!al !e/!odu"tion in a st!u"tu!ed 1ay. It is even ,o!e) It should also value inde/endent thinkin. in the "onte0t o the 1idest sense o so"ial !es/onsibility . - S,ith$ Stanley 2 Sho!es

Definition y Tanne# & Tanne#

u

Tanne! 2 Tanne! 3455')%4%6 o e!s the ollo1in. de inition$ de!ived !o, De1ey7s de inition o edu"ation8

That reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of subsequent knowledge and experience
De1ey vie1ed edu"ation as a generative /!o"ess 9 that is$ a /!o"ess th!ou.h 1hi"h the lea!ne! e0tends and dee/ens the "a/ability o e0e!"isin. intelli.ent "ont!ol ove! "han.in. "onditions in li e

C!##i$!l!% a 'ide# $on$e(t

u+u!!i"ulu,

de!ived !o, Latin ve!b curere : to !un uPo!tu.uese) Corrida : !a"e

C!##i$!l!% ) an a$ade%i$ and "o$ial lea#nin* #a$e

Subtitle
Who do you think o!,s /a!t o the "u!!i"ulu, !a"e at you! institution#

TEACHIN+ STA,,
uA"ade,i"

+o,,ittee uPe!,anent and te,/o!a!y le"tu!e!s

Mana*e%ent Co%%ittee
uE0e"utive

+o,,ittee u;oa!d ,e,be!s

I-EC
uThe

Inte!nal <uality Evaluation +o,,ittee 3I<E+6

ADMINISTRATION
u <uality

ad,inist!ation) +u!!i"ulu, in o!,ation Re.ist!ation Rules Tests and E0a, !esults Evaluation o!,s

T#aditional 'ay and P#o*#e""i.e 'ay of C!##i$!l!% De.elo(%ent

Subtitle
What do you think is the di e!en"e#

THE TRADITIONAL WAY

S"hools need to !etu!n to basi" edu"ation and hi.h standa!ds 9 ba"k to the essentials. u S"hools ,ust syste,ati"ally tea"h basi" kno1led.e and not be a !aid to st!ess ha!d 1o!k and dis"i/line. u =no1led.e "onsists o a"ts$ "on"e/ts and skills that ,ust be ,aste!ed th!ou.h ,e,o!i>ation and d!ill.
u

T/e T#aditional 'ay 0Cont1

u =no1led.e

is .ene!ally !e.a!ded as an ob?e"tive$ i,/e!sonal$ ,any ti,es value- !ee "o,,odity to be .!as/ed. u Out"o,es a!e ve!y s/e"i i". u Le"tu!e!s a!e the te"hni"ians 1hose task is solely to ollo1 the ste/-by-ste/ inst!u"tions in thei! ,anuals

THE PRO+RESSIVE WAY

u E,/hasi>e

on relevant "u!!i"ulu,

"ontent. u The /!o.!essivists see kno1led.e as ,o!e than a /!odu"t that has to be ,aste!ed. u Students$ they believe ,ust inte!a"t 1ith the 1o!ld a!ound the, and inte!/!et it.

-!e"tion" t/at (#o*#e""i.i"t" a"2

u What

should be the ove!all ai,s o edu"ation# u @o1 "an edu"ation hel/ hu,anity a"hieve a ?ust and "o,/assionate so"iety# u What is the !i.ht 3,o!al6 thin. to do#

Ot/e# $/a#a$te#i"ti$" of P#o*#e""i.i"t"

They "onside! "u!!i"ulu, ?ust to be a .ene!al .uide. u They see hu,an bein.s as i,/o!tant sub?e"ts !athe! than ,e!e ob?e"ts. u Rathe! than A,aste!in.B kno1led.e$ students establish ,eanin. o! thei! lives th!ou.h unde!standin. and inte!/!etation
u

Inte#a$tion and %eanin*

+u!!i"ulu, involves interaction bet1een tea"he!s and lea!ne!s$ bet1een lea!ne!s and lea!ne!s$ bet1een lea!ne!s and "u!!i"ulu, "ontent. u The o"us o tea"hin. is ,o!e the ,akin. o meaning th!ou.h lea!nin. than the t!ans,ission o "on"e/ts and skills.
u

Ta2e t/e follo'in* into $on"ide#ation

u No

one has all the t!uth u @u,an natu!e and hu,an lea!nin. a!e "o,/le0 u +u!!i"ulu, do"u,ents a!e only .uides. Tea"he!s use thei! /!o essional and "onside!ed ?ud.e,ent in dete!,inin. 1hat is best o! a /a!ti"ula! situation

Pa!l ,#ei#e 3 a (#o*#e""i.i"t

u @e

o//oses Abankin. edu"ationB and Ana!!ation si"knessB by 1hi"h tea"he!s de/osit in o!,ation into the /assive ,inds o thei! /u/ils. u Lea!ne!s should not only be a"tive /a!ti"i/ants$ but in doin. so should develo/ a "!iti"al "ons"iousness.

RE,LECTION

What kind o "u!!i"ulu, o!ientation Subtitle !e/!esents you! Theolo.i"al Institution# What kind o "u!!i"ulu, o!ientation do you think you! Theolo.i"al Institution should ollo1# @o1#

E.al!ation T/e t#aditional 'ay

The Abasi"sB o the a"ade,i" t!aditionalist o!ientation a!e not al1ays ;ibli"al basi"s. The ;ible says that basi" kno1led.e does not /!i,a!ily ,ean knowing the a"ts o "hu!"h histo!y$ do"t!ine$ litu!.y$ ,issiolo.y et". u A""o!din. to the ;ible a la"k o basi" kno1led.e ,eans not a"tin. ?ustly and not havin. ,e!"y et". i.e. i.no!in. bibli"al no!,s 3@osea *)C8 Di"ah C)E6 u =no1led.e is in the i!st /la"e an a ai! o the hea!t.
u

A "tan$e in fa.o!# of a
uI

a "u!!i"ulu, tea, sha!es "o,,on belie s and values$ a /!o.!essive o!ientation 1ith its e,/hasi>e on unde!standin. and ,eanin. and "!iti"al thinkin. linked to li e situations$ it 1ill yield a ,o!e thou.ht ul a//!oa"h to "u!!i"ulu, /lannin. than all the othe! o!ientations.

P#o*#e""i.e a((#oa$/