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Concepts, philosophies design of curriculum

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Jacqueline Samuels
Jacqueline Samuels

This document discusses key concepts, philosophies, and designs related to curriculum development. It defines concepts as the materials used to achieve educational outcomes, philosophies as frameworks for organizing curriculum, and design as how curriculum components are arranged and interconnected. The document then examines different pairings of concepts, philosophical bases, and designs, such as academic rationalism with perennialism/realism and subject design, cognitive process with pragmatism and broad field/learner-centered design, and technological process with realism and subject design. Each combination is described in terms of its focus and approach to curriculum.

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INTEGRATED PLANNING, INSTRUCTION AND ASSESSMENT PME 810 MODULE 2 ASSIGNMENT (SUMMER 2017) STEPHANIE SWALES AND JACQUELINE SAMUELS
CONCEPTS, PHILOSOPHIES DESIGN OF CURRICULUM ESTABLISHING KEY CONNECTIONS
DEFINITIONS Concepts • The means and materials with which students will interact for the purpose of achieving identified educational outcomes Philosophies • Provides a framework and guidelines for organizing curriculum and program development Design • The arrangement of curriculum, connecting all the parts and showing how they interrelate
PHILOSOPHY AS A BASIS FOR CURRICULUM A curriculum generally steers the direction of an institution. It is important to have a philosophy that drives the development of the curriculum. Ornstein (1990/1991), suggests that philosophy provides ‘educators, especially curriculum specialists, with a framework for organizing schools and classrooms.’ The idea is that it will provide answers to key questions such as: ‘What are the school’s purpose, what subjects are of value, how students learn, and what methods and materials to use.’
MAKING CONNECTIONS Concept: Academic Rationalism Philosophical Base: Perennialism, Realism Design: Subject, Discipline Curriculum Focus: Subjects, mastery of facts and knowledge
ACADEMIC RATIONALISM Perennialism/Realism • Focus on classical disciplines/subjects • Goal for intellectual excellence Subject Design, Discipline Design • Focus is on subject matter, the disciplines • Stresses understanding conceptual processes of a discipline
MAKING CONNECTIONS Concept: Cognitive Process Philosophical Base: Pragmatism Design: Broad Fields, Learner Centred Curriculum Focus: ethods of how We educate, Development of transferable cognitive skills
COGNITIVE PROCESS Pragmatism • Role of educator is to facilitate learning progression • Best actions/processes to develop cognition in educational and social settings Broad Field, Learner Centered Design • Connections are made between concepts within different disciplines • Emphasis on the learners and how they learn
MAKING CONNECTIONS Social Reconstruction Philosophical Base: Pragmaticism, Design: Problem Centered, Romantic/Radical Curriculum Focus: societal needs, education for societal change
SOCIAL RECONSTRUCTION Pragmaticism • Education to improve society • Identify and solve societal problems Problem Centered, Romantic Radical Design • Focused on injustice within society • Belief that change is required to better humanity
MAKING CONNECTIONS Concept: Self Actualization Philosophical Base: Idealism, Pragmatism Design: Process, Learner Centred Curriculum Focus: Education enables learners for the future
SELF ACTUALIZATION Idealism, Pragmatism • Emphasis on intellectual growth of learner • Goal is to develop psychologically and sociologically Process, Learner Centered Design: • Aim to teach transferable cognitive skills • Learning is outgrowth of individual experience
MAKING CONNECTIONS Concept: Technological Process Philosophical Base: Realism Design: Subject Curriculum Focus: Efficiency in teaching methods by which knowledge is shared
TECHNOLOGICAL PROCESS Realism • Concerned with tangible learning results • Emphasis on the most efficient method to impart knowledge Subject Design • Content is organized • Focus predominantly on content over individual
REFERENCES • Edward S., Ebert. C., Bentley M., Defining Curriculum (updated Jul 19, 2013), Retrieved from https://www.education.com/reference/article/curriculum-definition/, July 10, 2017 • Eisner, E.W. &Vallance, E. (1974). Conflicting Conceptions of Curriculum. Berkeley, CA: McCutchan Publishing Corporation • Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109. • Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.

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Concepts, philosophies design of curriculum

  • 1. INTEGRATED PLANNING, INSTRUCTION AND ASSESSMENT PME 810 MODULE 2 ASSIGNMENT (SUMMER 2017) STEPHANIE SWALES AND JACQUELINE SAMUELS
  • 3. DEFINITIONS Concepts • The means and materials with which students will interact for the purpose of achieving identified educational outcomes Philosophies • Provides a framework and guidelines for organizing curriculum and program development Design • The arrangement of curriculum, connecting all the parts and showing how they interrelate
  • 4. PHILOSOPHY AS A BASIS FOR CURRICULUM A curriculum generally steers the direction of an institution. It is important to have a philosophy that drives the development of the curriculum. Ornstein (1990/1991), suggests that philosophy provides ‘educators, especially curriculum specialists, with a framework for organizing schools and classrooms.’ The idea is that it will provide answers to key questions such as: ‘What are the school’s purpose, what subjects are of value, how students learn, and what methods and materials to use.’
  • 5. MAKING CONNECTIONS Concept: Academic Rationalism Philosophical Base: Perennialism, Realism Design: Subject, Discipline Curriculum Focus: Subjects, mastery of facts and knowledge
  • 6. ACADEMIC RATIONALISM Perennialism/Realism • Focus on classical disciplines/subjects • Goal for intellectual excellence Subject Design, Discipline Design • Focus is on subject matter, the disciplines • Stresses understanding conceptual processes of a discipline
  • 7. MAKING CONNECTIONS Concept: Cognitive Process Philosophical Base: Pragmatism Design: Broad Fields, Learner Centred Curriculum Focus: ethods of how We educate, Development of transferable cognitive skills
  • 8. COGNITIVE PROCESS Pragmatism • Role of educator is to facilitate learning progression • Best actions/processes to develop cognition in educational and social settings Broad Field, Learner Centered Design • Connections are made between concepts within different disciplines • Emphasis on the learners and how they learn
  • 9. MAKING CONNECTIONS Social Reconstruction Philosophical Base: Pragmaticism, Design: Problem Centered, Romantic/Radical Curriculum Focus: societal needs, education for societal change
  • 10. SOCIAL RECONSTRUCTION Pragmaticism • Education to improve society • Identify and solve societal problems Problem Centered, Romantic Radical Design • Focused on injustice within society • Belief that change is required to better humanity
  • 11. MAKING CONNECTIONS Concept: Self Actualization Philosophical Base: Idealism, Pragmatism Design: Process, Learner Centred Curriculum Focus: Education enables learners for the future
  • 12. SELF ACTUALIZATION Idealism, Pragmatism • Emphasis on intellectual growth of learner • Goal is to develop psychologically and sociologically Process, Learner Centered Design: • Aim to teach transferable cognitive skills • Learning is outgrowth of individual experience
  • 13. MAKING CONNECTIONS Concept: Technological Process Philosophical Base: Realism Design: Subject Curriculum Focus: Efficiency in teaching methods by which knowledge is shared
  • 14. TECHNOLOGICAL PROCESS Realism • Concerned with tangible learning results • Emphasis on the most efficient method to impart knowledge Subject Design • Content is organized • Focus predominantly on content over individual
  • 15. REFERENCES • Edward S., Ebert. C., Bentley M., Defining Curriculum (updated Jul 19, 2013), Retrieved from https://www.education.com/reference/article/curriculum-definition/, July 10, 2017 • Eisner, E.W. &Vallance, E. (1974). Conflicting Conceptions of Curriculum. Berkeley, CA: McCutchan Publishing Corporation • Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109. • Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.