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Philosophical Foundations of Curriculum

Understanding Curriculum & Curriculum


Development

Yunhan Hwang, Ph.D.


Gwangju National University of Education

Philosophical Foundations of Curriculum

Philosophy and Curriculum :


Philosophy of education determines educational decisions.
The philosophy of a particular school and its officials influences the goals, content, and
organization of its curriculum.
Philosophy provides educators, especially curriculum workers, with a framework or frameworks for
organizing schools and classrooms. (※See p. 32, L. Thomas Hopkins saying)
This diversity enhances the curriculum„s dynamics.
Studying philosophy allows us to better understand schools and their curricula.

Philosopyical issues have always had an impact on schools and society.


Contemporary society and its schools are rapidly changing.
The special need for continuous reappraisal calls for a philophy of education.

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Philosophical Foundations of Curriculum

Philosophy and Curriculum :


Philosophy is the beginning point in curriculum decision making and the basis for all subsequent
decisions.
Philosophy becomes the criterion for determining the aims, means, and ends of curriculum.

Philosophy and the Curriculum Worker


One„s philosophy reflects one„s background and experiences.
Our decisions are based on our worldview, attitudes, and beliefs.
Someone who rigidly adheres to a particular personal philosophy
may come into conflict with other.
The conflict may become so intense that curriculum study grinds to a halt.
Usually the differences can be reconciled temporarily in deference
to the demands of a temporary, immediate task.
However, teachers and administrators who are clearly divided
philosophy can seldom work together in close
proximity for long periods of time.
At the same time, curriculum workers who lack a coherent
philosophy can easily lack clarity and direction.
A measure of positive conviction is essential for prudent action.
Ideally, curriculum workers have a personal philosophy that
can be modified.

Philosophical Foundations of Curriculum

Philosophy and Curriculum :


Philosophy as a Curriculum Source
• Philosophy„s function can be conceived as either
1) the starting point in curriculum development or
2) a function interdependent with other functions
in curriculum development.

• Dewey: “The business of philosophy is to provide”


the framework for schools‟ “aims and methods”.

• In Ralph Tyler„s curriculum framework, Philosophy is


commonly one of five criteria used in selecting
educational purposes. (See Figure 2.1)
Philosophy attempts to define the nature of
the good life and a good society.

• Goodlad: The school‟s first responsibility is to the


social order, but our society emphasizes
individual growth. Society vs individual has been
a major philosophical issue.

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Philosophical Foundations of Curriculum

Major Philosophies :
Realism

Idealism

Pragmatism

Existentialism

Philosophical Foundations of Curriculum

Major Philosophies :

Realism Idealism Pragmatism Existentialism

Scientific/ Nonscientific/
Technical Nontechnical
---------------------------------------------------------
Behavioral Reconceptualist
Managerial Humanistic
Systems Academic
---------------------------------------------------------
Traditional Ed. Progressive Ed.
Teacher-centered Student-centered
Knowledge-based Experience-based
Text-based, Subject Matter Activity-based, Real Life

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Philosophical Foundations of Curriculum

Major Philosophies : (※See Table 2.1, p. 37)

Realism
• Stresses logic and lessons that exercise the mind and cultivate rational thoughts.
• It would teach the 3Rs, science, and the arts.
• Aristotle, Thomas Aquinas, Johann Pestalozzi; Catholic education

Idealism
• Emphasizes moral and spiritual reality as the chief explanation of the world.
• Truth and values are seen as absolute, timeless, and universal.
• It would teach the liberal arts to everyone (philosophy, literature, history, mathematics, and
foreign language).
• Plato, Fredrich Froebel, William Harris, Kant; Christine doctrine

Pragmatism
• Emphasizes that knowledge is a process that is constantly changing.
• Knowing is considered a transaction between the learner and the environment.
• It would teach problem solving and critical thinking in an active learning environment.

Existentialism
• Emphasizes individualism and personal self-fulfillment.
• A person creates his/her own definition and in so doing makes his/her own meaning of life.
• Many critics feel that this philosophy has limited applications to K-12 schooling.

Philosophical Foundations of Curriculum

Major Philosophies : (※See Table 2.1, p. 37)

Realism
• Stresses logic and lessons that exercise the mind and cultivate rational thoughts.
• It would teach the 3Rs, science, and the arts.
• Aristotle, Thomas Aquinas, Johann Pestalozzi; Catholic education

Idealism
• Emphasizes moral and spiritual reality as the chief explanation of the world.
• Truth and values are seen as absolute, timeless, and universal.
• It would teach the liberal arts to everyone (philosophy, literature, history, mathematics, and
foreign language).
• Plato, Fredrich Froebel, William Harris, Kant; Christine doctrine

Pragmatism
• Emphasizes that knowledge is a process that is constantly changing.
• Knowing is considered a transaction between the learner and the environment.
• It would teach problem solving and critical thinking in an active learning environment.

Existentialism
• Emphasizes individualism and personal self-fulfillment.
• A person creates his/her own definition and in so doing makes his/her own meaning of life.
• Many critics feel that this philosophy has limited applications to K-12 schooling.

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Philosophical Foundations of Curriculum

Educational Philosophies :

Realism Idealism Pragmatism Existentialism


Perennialism Essentialism Progressivism Reconstructionism

Scientific/ Nonscientific/
Technical Nontechnical
---------------------------------------------------------
Behavioral Reconceptualist
Managerial Humanistic
Systems Academic
---------------------------------------------------------
Traditional Ed. Progressive Ed.
Teacher-centered Student-centered
Knowledge-based Experience-based
Text-based, Subject Matter Activity-based, Real Life

Philosophical Foundations of Curriculum

Educational Philosophies :
Perennialism
• Rooted in realism
• 3Rs, moral and religious training; Greek, Latin, grammar, logic and geometry; the liberal
arts.
• Expounds the past and teaches universally agreed upon knowledge and cherished
values of society.
• Teacher is a master of subjects and guides discussion.
• Common curriculum for all students; student interests are irrelevant.

Essentialism
• Rooted in idealism and realism
• Curriculum should be geared to the fundamentals or essentials.
• 3Rs at elementary level; 5 core subjects at high school.
• Not rooted in the past; concerned with contemporary scene.
• Rejects electives for their costs.
• Parallels today's secondary schools with academics and cognitive skills + computers.

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Philosophical Foundations of Curriculum

Educational Philosophies :
Progressivism
• Rooted in pragmatism
• Reform social and political order in society (early 20th century).
• How to think; not what to think.
• Teach problem solving, inquiry, cooperation and self-discipline.
• Teach through activities, experiments, problem solving, projects and thematic
approaches.

Reconstructionism
• Rooted in existentialism
• Emphasizes society-centered education; appropriate for a society in crisis - some
believe our society and international society today.
• Curriculum emphasizes cultural pluralism, equality, and futurism.
• Look at global issues and the larger social order.
• Study empirical analysis and scientific approaches plus social, political and economic
ideology.

Philosophical Foundations of Curriculum

Educational Philosophies :
Realism ⇒ Tradition Perennialism
Idealism ⇒ Conservative Essentialism
Pragmatism ⇒ Contemporary Progressivism
Existentialism ⇒ Liberal Reconstructionism

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