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The Relationships Between Conceptions of Curriculum, Philosophical…
The Relationships Between Conceptions of Curriculum, Philosophical Foundations, and Curriculum Design
Conceptions of
Curriculum
Philosophical Base of Curricular Design
Progressivism
Promotes democratic social living
(Ornstein, p. 105).
Reconstructionism
improve and reconstruct society; education for change & social reform
(Ornstein, p. 105).
Curriculum
Design
Problem-Centered Designs/Social-Culture Based Designs
Leaner-Centered Designs/ Learner-Based Designs
Cognitive Process
Academic Rationalism
Perrenialism
To educate the rational person;
to cultivate intellect
(Ornstein, p. 105).
Self-Actualization
Social-Reconstruction Relevance
Design Dimensions Considerations
Sequence
Continuity
Integration
Articulation
Balance
Sources of Curriculum
Science
Society
Moral Doctrine
Knowledge
Learning
Shadows with Curriculums
Operational Curriculum
Hidden Curriculum
Null Curriculum
Philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculum (Ornstein, 1990)
The focus is on educating the rational person, to cultivate his/her intellect. The role of the teacher to help students think. Has a focus on classical subjects.
The focus is on promoting the intellectual growth of the individual. The teacher is the authority in his/her subject field. Utilizes explicit teaching of traditional values and essential skills (3 R's)
The focus is on promoting democratic social living. The teacher acts as a guide for problem-solving and scientific inquiry (critical thinking). Learning is based on students' interests and utilizes human problems and affairs.
The focus is on improving society, education for change, and social reform. The teacher serves as an agent of reform. Learning focuses on social sciences and social research methods.
Subject Design
Single subject learner :check:
Discipline Design
Microcosm of the world of intellect :check:
Broad Fields Design
Provides an integrated view of subject matter
:check:
Correlation Design
Multidisciplinary approach :check:
Process Design
Attention is given to the procedures and processes by which individuals obtain knowledge :check:
Child-Centered Design
Experience Centered Design
Romantic (Radical) Design
Humanistic Design
Life Situation Design
Reconstructionist Design
Focus is on knowledge and content rather than the individual
Focus is on students and their abilities/interests
Focus is on society and real-life problems
References:
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.
Technology as a Curriculum
T
he focus is on how content is delivered as opposed to the student or content
Other Designs
Technology as a Curriculum
Organizing knowledge so that students can learn it
School-to-work Curriculum
Apply subject matter to real tasks in the workplace
Core Curriculum
Combines subject matter to content-based & social, personal needs
Contemporary Philosophy
Traditional Philosophy
Breadth & depth of all content
Cumulative & continuous
learning
Revisit concepts and skills
Link knowledge & experiences
Vertical & Horizontal interrelatedness of the curriculum
Suitable weight for each aspect of the design
Scope
School as a form
of socialization
Learning how
to lean
Guided by
religious texts
Knowledge as a
primary source
Learner as a
primary source
Stresses fixed & absolute values. Reveres cultural heritage
Emphasizes knowledge & information
Emphasizes the present & future; views events as changing
Emphasizes problem-solving &
student interest
Technology
Other Designs
The focus is on how content is delivered as opposed to the student or content
Defies classification by source of content
Defies classification by source of content
Explicit teaching
Implicit teaching
Content omitted by teacher
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning.In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
Five orientations which address, "What can and should be taught, to whom, when, and how" (Eisner & Vallance, pg. 1)
"
Curriculum design is concerned with the nature and arrangement of four basic parts: objectives, content, learning experiences, and evaluation" (Ornstein & Hunkins, p. 151)
"Teacher assumes an active role in lecturing, direct instruction, recitation, and large group discussion" (Ornstein & Hunkins,
p. 160).*
"The content often extends beyond subject boundaries to include students' needs, concerns, and abilities" (Ornstein & Hunkins, p. 170).
Organic Curriculum
Developmental Curriculum
"Students help select and organize the purposes for learning" (Sowell, 58).