6th Week SEd Prof 311

MODULE 6 - FOUNDATIONS OF CURRICULUM DEVELOPMENT

Introduction
In the study of curriculum development, it is vital to trace its philosophical,
psychological, sociological and historical foundations. These spectrum of foundations will
shed light to the educational orientation of each curriculum and will give a clear direction
on the expected outcomes of it.

Learning Objectives
1. Explain each foundation of curriculum development;
2. Describe how each foundation contribute to the direction of curriculum;
3. Identify the different theories applied in the psychological foundation of curriculum;
4. Distinguish each of the philosophies of curriculum development; and
5. Trace the history of educational curriculum in the Philippines.

Learning contents
Philosophical foundations of curriculum development
Educators, curriculum makers and teachers must have espoused a philosophy or
philosophies that are deemed necessary for planning, implementing, and evaluating a
school curriculum. The philosophy that they have embraced will help them define the
purpose of the school, the important subjects to be taught, the kind of learning students
must have and how they can acquire them, the instructional materials, methods and
strategies to be used, and how students will be evaluated.
Likewise, philosophy offers solutions to problems by helping the administrators,
curriculum planners, and teachers make sound decisions. A person’s philosophy reflects
his/her life experiences, social and economic background, common beliefs, and
education. When John Dewey proposed that “education is a way of life”, his philosophy
is realized when put into practice. Now, particularly in the Philippines, Dewey’s philosophy
served as anchor to the country’s educational system.

Naturalism
 Naturalism is a concept that firmly believes that ultimate reality lies in the nature of
the matter. Matter is considered to be supreme and mind is the functioning of the
brain that is made up of matter. The whole universe is governed by laws of nature
and they are changeable. It’s through our sense that we are able to get the real
knowledge. The senses works like real gateways of knowledge and exploration is
the method that helps in studying nature.
 Naturalist Philosophers: Thales, Anaximander, Anaximenes Paul Kurtz, W.V.
Quine, and George Santayana
Idealism
 Is the group of philosophies which assert that reality, or reality as we can know it,
is fundamentally mental, mentally constructed, or otherwise
immaterial. Epistemologically, idealism manifests as a skepticism about the
possibility of knowing any mind-independent thing. In a sociological sense,
idealism emphasizes how human ideas — especially beliefs and values — shape
society.
 Idealism believes in refined wisdom. It is based on the view that reality is a world
within a person's mind. It believes that truth is in the consistency of ideas and that
goodness is an ideal state to strive to attain.
 As a result, schools exist to sharpen the mind and intellectual processes. Students
are taught the wisdom of past heroes.
 Idealist philosophers: Plato, Descartes, Kant, Spinoza, Leibniz, Hegel,
Schopenhauer
Realism
 Is the belief that our reality, or some aspect of it, is ontologically independent of
our conceptual schemes, linguistic practices, beliefs, etc. Realism may be spoken
of with respect to other minds, the past, the future, universals, mathematical
entities (such as natural numbers), moral categories, the material world,
and thought. Realism can also be promoted in an unqualified sense, in which case
it asserts the mind-independent existence of a visible world, as opposed
to idealism, skepticism, and solipsism.
 Realism believes in the world as it is. It is based on the view that reality is what we
observe. It believes that truth is what we sense and observe and that goodness is
found in the order of the laws of nature.
 As a result, schools exist to reveal the order of the world and universe. Students
are taught factual information.
 Realist philosophers: Aristotle, Comenius, Pestalozzi, Herbart, Montessori,
Hobbes, Bacon, Locke
Perennialism
 Perennialists believe that one should teach the things that one deems to be of
everlasting importance to all people everywhere. They believe that the most
important topics develop a person. Since details of fact change constantly, these
cannot be the most important. Therefore, one should teach principles, not facts.
Since people are human, one should teach first about humans, not machines or
techniques. Since people are people first, and workers second if at all, one should
teach liberal topics first, not vocational topics. The focus is primarily on teaching
reasoning and wisdom rather than facts, the liberal arts rather than vocational
training.
 This is a very conservative and inflexible philosophy of education. It is based on
the view that reality comes from fundamental fixed truths-especially related to God.
 It believes that people find truth through reasoning and revelation and that
goodness is found in rational thinking.
 As a result, schools exist to teach reason and God's will. Students are taught to
reason through structured lessons and drills.

Existentialism
 Existentialism believes in the personal interpretation of the world. It is based on
the view that the individual defines reality, truth and goodness.
 As a result, schools exist to aid children in knowing themselves and their place in
society.
 Students learn what they want and discuss subjects freely.

Progressivism
 Educational progressivism is the belief that education must be based on the
principle that humans are social animals who learn best in real-life activities with
other people. Progressivists, like proponents of most educational theories, claim
to rely on the best available scientific theories of learning. Most progressive
educators believe that children learn as if they were scientists, following a process
similar to John Dewey's model of learning: 1) Become aware of the problem. 2)
Define the problem. 3) Propose hypotheses to solve it. 4) Evaluate the
consequences of the hypotheses from one's past experience. 5) Test the likeliest
solution.
Essentialism
 Educational essentialism is an educational philosophy whose adherents believe
that children should learn the traditional basic subjects and that these should be
learned thoroughly and rigorously. An essentialist program normally teaches
children progressively, from less complex skills to more complex.

PERENNIALISM ESSENTIALISM PROGRESSIVISM ROCONSTRUCTIONISM

Aim of To educate To promote To promote To improve and

Education the rational the democratic and reconstruct society
person ; To intellectual social living education for
cultivate the growth of the change
intellect individual
and educate
a competent
person
 Role of Teachers The teacher Knowledge Teachers act as
Education help is the sole leads to growth agents of change
students authority in and and reform in
think with his or her development of various educational
reason subject area lifelong learners projects including
or field of who actively research.
specialization learn by doing
Focus in Classical Essentials Subjects are Focus on present
the subjects, skills of the interdisciplinary- and future trends
curriculum literary 3R’s and nary, integrative and issues of
analysis and essential and interactive. national and
curriculum is subjects of Curriculum is international
constant English, focused on interests
Science, students
History, interest, human
Math, problems and
And Foreign affairs
Language
Curriculum Use of great Excellence in School reforms, Equality of
Trends books and education, relevant and educational
return to back to contextualized opportunities in
liberal arts basics and Curriculum, education, access
cultural humanistic to global education.
literacy education

Psychological foundations of curriculum development

Curriculum is influenced by psychology. Psychology provides information about
the teaching and learning process. It also seeks answers as to how a curriculum be
organized in order to achieve students’ learning at the optimum level, and as to what
amount of information they can absorb in learning the various contents of the curriculum.
The following are some psychological theories in learning that influenced curriculum
development:
1. Behaviorism
Education in the 20th century was dominated by behaviorism. The mastery
of the subject matter is given more emphasis. So, learning is organized in a step-
by-step process. The use of drills and repetition are common.
For this reason, many educational psychologists viewed it mechanical and
routine. Though many are skeptical about this theory, we can’t deny the fact the
influences it had in our educational system.

2. Cognitivism
 Cognitive theorists focus on how individuals process information, monitor
and manage their thinking. The basic questions that cognitive psychologists zero
in on are:
How do learners process and store information?
How do they retrieve data and generate conclusions?
How much information can they absorb?
With their beliefs, they promote the development of problem-solving and
thinking skills and popularize the use of reflective thinking, creative thinking,
intuitive thinking, discovery learning, among others.

3. Humanism
Humanism is taken from the theory of Gestalt, Abraham Maslow’s theory
and Carl Rogers’ theory. This group of psychologists is concerned with the
development of human potential.
In this theory, curriculum is after the process, not the product; focuses on
personal needs, not on the subject matter; and clarifying psychological meanings
and environmental situations. In short, curriculum views founded on humanism
posits that learners are human beings who are affected by their biology, culture,
and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes human
potential must be crafted along this line. Teachers don’t only educate the minds,
but the hearts as well.

Sociological foundations of curriculum development

There is a mutual and encompassing relationship between society and curriculum
because the school exists within the societal context. Though schools are formal
institutions that educate the people, there are other units of society that educate or
influence the way people think, such as families and friends as well as communities.
Since the society is dynamic, there are many developments which are difficult to
cope with and to adjust to. But the schools are made to address and understand the
changes not only in one’s country but in the world as well.
Therefore, schools must be relevant by making its curriculum more innovative and
interdisciplinary. A curriculum that can address the diversities of global learners, the
explosion of knowledge through the internet, and the educational reforms and policies
recommended or mandated by the United Nations.
However, it is also imperative that a country must have maintained a curriculum
that reflects and preserves its culture and aspirations for national identity. No matter how
far people go, it is the country’s responsibility to ensure that the school serves its purpose
of educating the citizenry.

Historical foundations of curriculum development

Education during the Pre-Spanish Period
 Education is for survival, conformity and enculturation.
a. Baybayin - system of writing.
b. Boxer codex – 13th Century record of Philippine trading with China and
other countries.
 c. Sucesos de las Islas Filipinas by Dr. Antonio de Morga
d. Travels in the Philippines – Feodor Jagor.
Education during the Spanish Period
 The purpose of education is to propagate Christianity.
 The religious orders introduced the parochial school concept. Parochial schools
started in Cebu in 1565 by the Augustinian missionaries. Subjects other than the
Doctrina like simple arithmetic, music and various arts and trades were offered.
 The Royal Decree of 1863 was the first attempt of the Spaniards to establish an
overall public-school system and to provide for the training of teachers through a
normal school. To broaden as much as possible the teaching of the Holy Catholic
Faith of the language of the fatherland, and of the elementary knowledge of life.

Education during the American Period

 The aim of education is to teach democracy as a way of life.
 The education act of 1901, also known as Act. No. 74 of the Philippine Commission
was promulgated to establish a department of Public Instruction.
 The Monroe Survey Commission was created in 1925 to evaluate the entire
school system the Americans set up.
Education during the Commonwealth Period (1935-1942)
 Education aimed to continue the promotion of democratic ideals and way of life.
 Education under the Commonwealth was to prepare for the coming independence
of a new Filipino nation.
 Executive order No. 134 in 1936 designated Tagalog as the basis of the national
language.
Education during the Japanese Era (1943-1945)
 Education aimed at making people understand the position of the Philippines in
the Greater East Asia Co-Prosperity Sphere being advocated by Japan.
Education during the Republic (1943-1972)
 Promotion of equal educational opportunities for all.
Education during the New Society (1972-1986)
 The aim of education is for national development
 Adoption of the acronym PLEDGES – Peace and order; Land reform; Economic
development; Development of moral values; Government reorganization;
Employment and manpower development; Social services.
 Bilingual Education Policy – use of English and Filipino as media of instruction in
specific learning areas.
Education during the 5th Republic (1986 to present)
 The national budget appropriates the highest budgetary allocation in education.
 Promotion and improvement of the public-school teachers.
 Education aimed to promote national development and values education.
 The Congressional Commission on Education (EDCOM), with its report in 1991,
recommended the following:
a. Division of DECS into the Department of Basic Education (DPE), Technical
Education and Skills Development Authority (TESDA). And Commission on
Higher Education (CHED).
 b. Establishment of Teacher Education Center of Excellence.
c. Professionalization of Teachers through LET; and
d. Technical-Vocational Education reform.
 Governance of Basic Education Act of 2001. This act contains provisions that
are also found in the educational act of 1982 regarding the organizational structure
of the educational bureaucracy. It renames Department of Education, Culture and
Sports (DECS) to Department of Education (DepEd) for a more focused area.
 Enhanced Basic Education Act of 2012. RA 10533 institutionalized the K-12
program, consisted of the universal kindergarten, 6 years of elementary
education, 4 years of junior high school and additional 2 years of senior high
school with tracks on GAS, HUMSS and STEM.
 Universal Access to Tertiary Education Act of 2017. RA 10931 provided free
access to higher education among State Universities and Colleges (SUCSs) and
Local Universities and Colleges in the Philippines (LUCs) starting Academic Year
2018-2019.

Activity to be submitted on Monday, October 19, 2020

How each of the foundation of curriculum development contribute to the holistic
development of the school, the curriculum and the learner?