Philosophical Foundations - the beginning point in curriculum decision making and the basis for all subsequent decisions regarding curriculum - John Goodlad

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Progressivism Advancing democratic social living

Perrenialism Educating the rational person

Reconstructionism The improvement and reconstruction of society

Technology

Cognitive Processes

Academic Rationalism

Cultural Transmission

Humanistic

Self-Actualization

Social Transformation

Realism

Idealism Promoting the intellectual growth of the individual

Social Reconstructionism

Progressivism

Learner Centered

Problem Centered

Life-situations Design

Reconstructionist Design

Humanistic Design

Radical Design

Subject Centered

Correlation Design

Process Design

Broad-fields Design

Learner Centered

Child-centered Design

Experience-Centered Design

Theorists: Eisner, Vallance, Pratt & Sowell

Theorist: McNeil

Theorists: Eisner, Vallance, McNeil

Theorists: Eisner, Vallance, McNeil, Pratt & Sowell

Essentialism children should be taught on traditional lines the ideas and methods regarded as essential to the prevalent culture

Curriculum Design

Sources

Learner-focus on the knowledge of students, empower students and their uniqueness

Moral Doctrine-the focus on content, guided by religion & spirituality, self awareness, develop empathy and compassion, looking to the past

Knowledge- the primary source of curriculum, what knowledge is paramount, knowledge is exploding exponentially

Society-design aligned to the social situation, political parties & social parties influence the education system, value the individual

Science-focus on scientific method, "observable and quantifiable elements"(Ornstein & Hunkins, 2013)

Descartes, Kant

Holistic learning prioritized over specialized learning to develop broad understandings

Aristotle, Locke

Searching for truth in the physical world - Truth is to be discovered

Performance and Competency based learning

Social Reconstructionism

John Dewey

"Education is not preparation for life; education is life itself"

Subject Centered

Subject Centered

Subject Design

Broad-fields Design

Discipline Design

Subject Design

Discipline Design

"The great aim of education is not knowledge, but action."

Herbert Spencer

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“Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral."

Paulo Friere

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"It is the mark of an educated mind to be able to entertain a thought without accepting it."

Aristotle

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"A CURRICULUM IS NEVER A FINAL DRAFT: REVISIONS ARE ALWAYS ONGOING FOR PURPOSES OF IMPROVEMENT" (Pratt, 1994)

"Each problem that I solved became a rule, which served afterwards to solve other problems."

Rene Descartes

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"most traditional-bound" of the conceptions (Eisner and Vallance, 1974)

"concerned with the "how", not the "what" of edcuation" (Al Mousa, 2013)

Spencer, Apple, Friere

The aim of learning is social change

Dewey, Adams

Theorists: Eisner, Vallance, McNeil & Sowell

Theorist: Pratt

Theorist: Pratt

Theorist: Sowell

Academia

Technology

Individual

Society

Pragmatism Aims at the development of both the psychological and the sociological aspects of the individual