Aira Mae L.

Antinero (Written report: As a Source of Curriculum)

Curriculum Sources and Influences

Tyler (1949) identified three major sources of curriculum: subject matter, society, and learners.
Accordingly, these curriculum sources need to be considered and examined to identify the four
elements of curriculum: goals, content, Iearning experiences, and evaluation. It is important to
understand the nature of the subject matter in order to provide knowledge and skills that are essential
to the nature of the discipline. This also helps in selecting and designing curriculum contents.

Likewise, it is important to have a clear understanding of the nature of society in developing a

curriculum. This provides a more comprehensive idea of the needs, demands, and problems of the
society, and the available resources that can be utilized in the development and implementation of the
curriculum (Tyler, 1949). In short, society, as one of the curriculum sources, provides information about
the context in which the curriculum will be used. This is important to make the curriculum more relevant
and responsive.

Understanding the nature of the learners is also important in curriculum development. Understanding
the learners includes knowing their needs, nature. and interests, learning styles, and thinking styles. It
also includes knowing the various issues and problems about them. The learners are the direct subjects
of the school curriculum. Hence, making the learners as one of the curriculum sources is important in
selecting the learning experiences for the curriculum (Tyier, 1949).

Society as Source of Curriculum

Society is an important source of curriculum. Teachers need to understand the cultural, socio-economic,
and political conditions of the people. Understanding the context is important in developing a relevant
and responsive curriculum (Tyler, 1949; Nicholls & Nicholls, 1978). It is useful in selecting curriculum
goals and objectives, content, and learning experiences (Taba, 1962; Stark & Lattuca, 1997; Oliva, 2005).

There are many changes in the society that need to be considered in the curriculum. Science and
technology continue to influence our everyday life as new science findings, new technology, and new
information come in almost every single minute of a day. The new world of economy also has its own
issues and demands. For example, let century skills and new forms of knowledge should be developed in
the curriculum in order to develop a world-class workforce.

In addition, the society is becoming multilingual and multicultural. Developing cultural understanding
and socio-cultural consciousness among the learners is becoming a necessity. Other pressing social
issues like climate change, security problems, diseases, poverty, and many others also affect the
everyday life of people.

Educators and schools face the challenge whether they will simply respond to the needs and demands of
the society or have education through its curriculum in order to develop or create the kind of society
that everyone wishes to have. There is a need to put a balance between pursuing the utopian goals of
education and its practical or economic goals.