THE CURRICULUM

APPROACH

Ornstein, Allan, C, and Hunkins, Fracis, P (1998; 2)

A curriculum approach reflect a

holistic position or a metaorientation,
encompassing the foundation of
curriculum (the person,s philosophy,
view of history, view of psychology
and learning theory, and view of
social issues), domains of curriculum
(common and important knoledge
within the field and the theoritical
and practical principles of
curriculum.
2

An approach expresses a viewpoint

about the development and design of
curriculum, the role of the leraner,
teacher, and curriculum specialist in
planning curriculum, the goals and
objectives of the curriculum and the
important issues that need to be
examined.
Curriculum approaches can be viewed
from a technical and nontechincal, or
scientific and non scientific, perspective
Technical scientific approaches
coincide with traditional theories and
models of education and reflect

Ornstein, Allan, C, and Hunkins, Fracis, P (1998; 2-3)

1.Behavioral Approach
1) This is the oldest and still the major
approach to curriculum. As a means- ends
approach it is logical and prespective; it relies
on technical and scientific principles, and
includes paradigms, models and step-by-step
strategies for formulating curriculum
2) Usually based on a plan, and sometimes
called a blueprint, or document, goals and
objectives are specified content and activities
are sequenced to coincide with the objectives,
and learning outcomes are evaluated in relation
to the goals and objectives.
3) The behavioral approach started with the
idea of efficienc, influenced by business and
industry, and the scientific management
theories of Frederick Taylor, who analyzed
factory efficiency in terms of time and motion
studies and concluded that each worker should
be paid on the basis of his or her individual
output, as measured by the number of units
produced in a specified period of time;

Ornstein, Allan, C and Hunkins F (1998; 3-5)

2. Managerial Approach
a) This approach considers the school as a
social system, reminiscent of organizational

theory. Whereby groups of people such as

students, teachers, curriculum specialist, and
administrators interact according to certain
norms and behaviors.

b) Educators who rely on this approach plan the

curriculum in terms of programs, schedules,
space, resources and equipment, and personnel.
c)

This approach advocates, among other things,

the need for selecting, organizing,
communicating, with and supervising people
involved in curriculum decision

d) The managerial aspects tends to focus on the

supervisory and administrative aspects of
curriculum, especially the organizational and

Ornstein, Allan, C and Hunkins F (1998; 5-7)

3. The System Approach

a. The system aspect tends to view various units and
subunits of the organization in relating to the whole,
and organizational diagrams, flow charts, and comitee
structures are often diagrammed as the curriculum
plan is introduced and monitored. Sometimes referred
to as curriculum engineering, the approach includes
the process necessary to plan the curriculum by such
engineers as super intendents, diaractor, coordinators,
and priciples; the stages (development, design,
implementation, and evaluation) and structures
(subject, cours, unit plan, and lesson plans).

b. The systerm approach to curriculum

was influenced
by system theory system analysis, and
system
engineering.
c. In the system approach to curriculum,
the parts of
the total school district or school are
closely examined in terms of their
interelatedness and influence on each
other.
d. George Beauchamp described the first
system theory of curriculum. He divided
theories of education into five major
theories of equal importance:
1) Administration
2) Counseling
3) Curriculum
4) Instruction

Ornstein, Allan, C and Hunkins F (1998; 7-8)

4. Academic Approach
1) The academic approach
attempts to analyze and synthetisize
major position, trends, and concepts
of curriculum
2) This expansion of curriculum
boundaries realive to the subject of
schooling, and the treatment of
curriculum as intellectual thought,
are reflected in a good deal of
background information and broad
overview of event and people
8

3) The approach is rooted in the philophical and

intellectual works of John Dewey, hendry
Morrison, and Boyd Bode --- The influx of
new topics related to curriculum durin, this
period expanded the boundaries of the field
to include a good number of trends and
issues,and the integration of various
instructional, teaching. learning, guidance,
evaluation, supervision, and Administrative
procedures.
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10

PANDANGAN PHILOSHOPIES
Philo
shopy

Reality

Idealism

Spritual,
Moral,, or
Mental;
unchanging

Realism

Based on
natural
laws;
objective
and
composed
of matter

Knowledge

Rethin
king
Laten ideas

Consisting
of sensation
and
abstraction

Values

Teachers Role

Emphasis on
Learning

Emphasis on
Curriculum

Absolute
And eternal

To bring latent
knowledge and
ideas to
consciousness;
to be a moral
and spiritual
leader

Recalling
knowledge and
ideas; abstract
thinking as the
highest form

Knowledge based;
subject based; classics
or liberal art; hirarchy of
subject; philoshopy,
theology, and
mathematics are most
important

Absolute
and eternal;
based on
batures
laws

To cultivate
rational
thought; to be
a moral and
spiritual
leader; to be a
source of
authority

Exercising the
mind; logical
and abstyract
thinking are
highest form

Knowledge based;
subject based; arts and
scieces; hirarchy of
subject; humanistic
and scientific subjects

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Philo
shopy

Pragma
tism

Existen
tialism

Reality

Interaction
of
individual
with
environmen
t; always
changing

Subjective

Know
ledge

Values

Teachers
Role

Emphasis on
Learning

Emphasis on Curriculum

Based on
experience
use of
scientific
method

Situational
and relative;
subject to
change and
verification

To cultivate
critical
thinking and
scientific
processes

Methods for
dealing with
changing
enviroment
and scientific
explanations

No permanent knowledge
or subjects; appropriate
experiences that transmit
culture and prepare
individual for change;
problem solving topics

Knowledg
e for
personal
choice

Freely
chosen;
based on
individuals
perception

To cultivate
personal
choice and
individual
self-definition

Knowledge
and principles
of the human
condition;
acts of choice
making

Choices in subject matter,

electives; emotional,
aesthtic, and philoshopical
subject

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PANDANGAN EDUCATIONAL PHILOSHOPIES

Education
al Philo
shopy

Perenia
lism

Essen
tialism

Knowledge

Role of Educa
tion

Curriculum
Focus

Related Curriculum
Trends

Realism

To educate the
rational
person; to
cultivate the
intellect

Focus on past and

permanent studies;
mastery of facts and
timeless knowledge

Teacher helps
students think
rationally, based on
Socratic method,
oral
exposition;explicit
teaching of
traditional values

Classical subject;
literacy
analysis;constant
curriculum

Great books;Paideia
proposal; returning to
the liberal arts

Idealism
Realism

To promote
the intellectual
growth of the
individual;
toeducate the
competent
person

Essential skills and

academic subject;
mastery of concepts
and principles of
subject matter

Teacher is authority
in his or her subject
field; explicit
teaching of
traditional values

Essential skills (Three

Rs) and essential
subjects (english)
Science history, math,
and foreign language

Back to basic; cultural

literacy; Excellence in
education

Philoshopi
cal based

Aims of
Education

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Educatio
nal Philo
shopy

Progressi
vism

ReconStructionism

Philosho
pical
based

Pragma
tism

Pragma
tism

Aims of
Education

To promote
democratic
spcial living

To improve and
recinstuct
society;
education for
change and
social reform

Knowledge

Role of Educa
tion

Curriculum
Focus

Related Curriculum
Trends

Knowledge lead to
growth and
development a living
learning process
focus on active and
relevant learning

Teacher is guide for

problem solving and
scientific inquiry

Based on students
interests,involves the
application of human
problems and affairs;
interdiciplinary subject
matter; activities and
project

Relevant curriculum ;
Humanistic education;
radical school reform

Skills and subjects

needed to iedntify and
ameliorate problems of
society learning is
active and concerned
with contemporary and
future society

Teacher service as an
agent of change and
reform; acts as a
project director and
research leader; helps
students become
aware of problems
confronting
humankind

Emphasis on social
sciences and social
research methods;
examination of social,
economic, and
political problems;
focus on present and
future trends as well
as on rational and
international issues

International
education;
reconceptualism;
equality of educational
opportunity

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