Philosophical Foundations - the beginning point in curriculum decision making and the basis for all subsequent decisions regarding curriculum - John Goodlad
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
“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
"It is the mark of an educated mind to be able to entertain a thought without accepting it."
Aristotle
"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
"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