Beruflich Dokumente
Kultur Dokumente
Curriculum Conceptions
Academia Individual Technology Society
-focus on cognitive -students discover -development of -based on the needs of
development and learning on their own intellectual skills society
based on their own -prepares students for
knowledge -focus on achievement
interests the changing world
-transmission of -setting and working and ensuring the -focused on social
information towards personal curriculum is provided change
-focused on Western learning goals and accessible to -social justice
culture -self discovery students
-traditional -teacher as a resource -focus on how to teach
-often preferred by not just what
educators
-develop thinkers who
questions the learning
Philosophies
Perennialism Essentialism Progressivism Reconstructionism
(Ornstein, 1990-91) (Ornstein, 1990-91) (Ornstein, 1990-91) (Ornstein, 1990-91)
-Realism -Idealism, realism -Pragmatism, -Pragmaticism
-Cultivates the intellect -Intellectual growth of the -Democratic social living -Improvement in
and rational person, individual, to educate a -Focus on active and reconstruction of society,
-Focus on fact and on competent person interesting learning, education for social
past studies, classical -Essential skills in knowledge needs leads reform and change
studies academic subjects, the 3 to growth and -Skills and subject
R's development needed to ameliorate
Aligned with Academic Mastery of skills -Problem solving, problems, learning
conception scientific inquiry, based concerned with
Aligned with Academic on students interest contemporary and future
conception and -Living-learning process society
Technology conception -Aligned with humanistic -Teacher as agent of
education, free schooling change, emphasis on
social sciences, focus on
Aligned with Individual present and future
conception trends
Experience Centered
design
(Ornstein & Hunkins,
2013)
-Based on child’s
experiences and
interests
-Curriculum cannot be
pre-planned, teacher
must react to each child
-Learning is a social
activity, students design
their own learning
Core curriculum
(Sowell, 2005)
- Development of
common competencies
needed by all students,
as well as recognizing
differences and attitudes,
aptitudes and capacities
- Problem solving
approach, teacher as a
guide
School-to-work
Curriculum (Sowell,
2005)
-Shadowing
opportunities for real
tasks in the workplace
Sequence
● considered student stages of thinking
● repetition of content and its depth
Continuity
● ideas, themes, and skills that are dealt with more than once
Integration
● Concepts, skills, and values are mutually reinforcing continuity
● linking knowledge and experiences
Articulation
● vertical and horizontal interrelatedness of various aspects of curriculum
Balance
● strive to give way to each aspect of design
● balance between personal, social, and intellectual goals
References
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and
implications for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions
of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
McNeil, J. D. (2009). Contemporary curriculum in thought and action (7th ed.). Hoboken, NJ: John
Wiley. Pages 1, 3-14, 27-39, 52-60, 71-74.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School
Journal, 74, 102-109.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.).
Boston, MA: Pearson. Read Chapter 6, pp. 149-173.
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 37-51, 55-61, 81-
85,103-106). Upper Saddle River, NJ: Pearson.
Vallance. (1986). A second look at conflicting conceptions of the curriculum. Theory into Practice,
25(1), 24-30.