Bases of Curriculum

Bases of Curriculum

Group 1

© Pasang Dorji (PgDE-B), 2014

What is Curriculum?

• Planned learning experiences

• Intended learning outcomes

• The experiences, both planned and unplanned, that enhance the education and growth of students


Bases of Curriculum



Four Bases

1.Social Forces

2.Theories of Human Development

3.Nature of Learning and Learning Styles

4.Nature of Knowledge

Social Forces

• Goals and Values: Schools must harmonize with the lives and

ideas of people in a particular time and place.

Social Environments are dynamic rather than Static: curriculum must be modified continually.

A critical dimension of curriculum planning is the continuous reconsideration of present social forces and future trends.


Social Forces

“All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its educational system will betray its youth.” (Alvin Toffler, 1970)

• In curriculum planning, current social forces and future trends should be examined regularly.


Future?

• Who has been to the future?

• How do we know about the future?

• How can we incorporate an unknown future in to the curriculum?


Curriculum and the Future…

There are major trends and issues that will have a profound influence on education at all levels in the future:

1. Increasing Ethnic and Cultural Diversity• Rapid increasing of Hindu religion• Spreading of Christianity

Therefore, our curriculum must be planned in such a way that it fits in all the cultures and religions.



2. The Environment• Rapid increase in industrialization • Scientific and technological Advances• Over population, pollution, deplation of

the ozone layer, environmental disasters…

So, the curriculum must educate the people about pollutions, equitable usage of natural resources and so on.



3. Changing of Values and Morality• Changing their religions• More adult and child drug abuse• Teen alcoholism• Increasing divorce rate

Some educators believe that the processes of moral judgment should be taught at all school levels to help students develop so that they can live accordingly.



4. Family• Most important institution• Family is not tied closely to the community –

spread out over a wide geographical area.• Change in role of father and mother:

women’s entry into the workforce• Domestic abuse and divorce cases• Children are likely to have an emotional and

health problems.

Curriculum should teach children about the problems and how to deal with such problems.



5. Microelectronics Revolution• Need to attain extensive skills in computer-based

technologies – Communicate worldwide and to generate creative solutions to complex problems.

• To equip students to access vast stores of information available on the Internet.

• The Internet, WWW, and related telecommunications technologies transformed the world in which we live.

Thus, schools, colleges, and universities will need to become more technologically rich and teachers more technologically sophisticated



6. Changing the World of Work• Microelectronics revolution change work

and the workplace.• Works done by pen and pencils can be done

by computers.

Curriculum should guide Preschool to the graduate school and beyond students about different work places and technologies.



7. Equal Rights• Equal rights for men and women• Equal educational opportunity regardless of

religions, race, ethnicity, social class, secualorientation.

• No Child Left Behind (NCLB) Policy – to ensure an equal educational opportunity.

Curriculum should be framed base on the equal rights.



8. Crime and Violence• Gang violence, terrorism, drug abuse,

corruptions, vandalism, robbery, kidnapping, rap cases…..

• 72 chorten vandalism cases in 2013 in T/gang and T/Yangtse from 43 in 2012.

• 23 larceny and burglary cases from 22 in 2012.- Kuensel, Aug, 2014

Curriculum planners should check if the crimes rates are increasing or decreasing and plan accordingly.



9. Lack of Purpose and Meaning• Inability of many individuals to develop and

pursue goals they consider worthwhile has let to a lack of purpose and meaning in their lives.

• Fragmented communities, changes in family structure, immorality of many leaders, loss of faith, corruptions, make it difficult to establish a sense of purpose and meaning.

• Stress, poverty, crime, family violence…..

Curriculum should be planned so that it gives meaning and purpose in their lives.


Curriculum and the Future…10. Global Interdependence

• Education helps us understand our interconnectedness with all countries.

• Future wellbeing and development depends upon being able to participate intelligently and empathetically in the global community.

Curriculum should emphasize global interdependence, respect for the views and values of others, and an orientation toward international coporation for resolving global threats to security, health, the environment, and human rights.


Perspectives on Four Curriculum Traditions

• Old Thought: • mid 1800s, teachers and school administrators

thought of curriculum as textbooks

• Later, scholars realized that it deals with what is worth experiencing.

• Journey of learning, becoming, growing


Perspectives on Four Curriculum Traditions

William H. Schubert have identified four positions on Curriculum Thought:

1. Intellectual Traditionalist2. Social Behaviorist3. Experientialist4. Critical Reconstructionist

• Philosophical Perspectives on Education


Intellectual Traditionalist (Perennialism)

• Believes that students understand the great ideas of the earlier civilization (Great Works).

• Focus on teaching ideas that are everlasting, to seek enduring truths which are constant, not changing.

• Cultivation of the great ideas (intellectuals).• Emphasized on the great works of literature and

art, the laws and principles of science and mathematics.


Social Behaviorist (Essentialism)

• Behaviorist: Identify behaviors that help students become successful

• Social: Such behaviors taken from the systematic investigation of success today.

• Students should be taught hard work, respect for authorities and disciplines.

• Believes that core curriculum may change.• “The unexamined curriculum is not worth

offering.”


Experientialist (Progressivism)

• Focus on the whole child rather than on the content or the teacher.

• Stresses that students test ideas by experimentations.

• Learner is a problem solver and thinker who makes meaning through his/her individual experiences in the physical and cultural context.

• Emphasis on how one process- how one comes to know.


Critical Reconstructionist (Critical Theory)

• Addresses the social questions and a quest to create a better society and worldwide democracy.

• Focuses on social reforms: overcome oppression and improve human conditions.

• Focuses on taking social action on real problems such as violence, hunger, international terrorism, inflation, and inequality.

• Bringing the world into classroom.


• Intellectual Traditionalist: Power of Classics.

• Social Behaviorists: Look at what knowledge, skills, values lead to success for each generation.

• Experientialist and Critical Reconstructionist: Debate whether intellectual or social behaviorists is the best.

• Each of these views transcends to textbooks to meet needs more fully.

• The great curriculum task is to draw upon all traditions for insights and understandings that best fit the situations at hand.


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Bases of Curriculum

Education

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