EARLY YEARS Bobbitt is an important theorist for public school curricular in the United States. In his early works, he highlighted the importance of keeping cultural and religious identity. He adopted eugenic ideology, and mental discipline was basis of his theory (Apple, 2009; Hlebowitsh, 2005; Bobbitt, 1909; Null, 1999; Winfield, 2004). His earliest works were based on essentialist view (Smiley, 1992). However, Bobbitt claimed that curriculum should be grounded on character of specifity (Hilebowitsh, 2005; Smiley, 1992). This triggered him to conduct surveys for curriculum development. Bobbitt believed that schooling is important to prepare students to adult life, and specific activities should fit children’s abilities and community’s needs (Apple, 2009). Moreover, he strongly suggested that individuals should continue their education until age 18 to 20 (Null, 1999). Bobbitt advocated the scientific and efficiency-based management curriculum; hence, functionalist theory was basis of his work. The surveys he administered, however, made him embrace the progressive child-centered manner. LATER YEARS In his later works, he returned his earlier position, which was functionalism. He emphasized the necessity of general education and intellectual development (Scates, 1950; Apple, 2009). In his later works, Bobbitt advocated test-driven curricula and competency-based instruction (Null, 1999; Smiley, 1992). Null (1999) stated four basic components of Bobbitt’s final works as follows:  An emphasis on the importance of general education,  The inability to predetermine future lives and roles of students,  The necessity for schools to develop individuals' intellect rather than to train them for work,  A respect for many of the classic authors of "great books" from the Western tradition (p 2).  A respect for many of the classic authors of "great books" from the Western tradition (p 2). John Franklin Bobbitt was born in He graduated from the Indiana University. He worked as a teacher from 1903 to 1907 at the Philippine Normal School. In 1909, he earned his doctorate degree from the Clark University. Then, he worked as a professor at the University of Chicago. He is seen as the father of curriculum because he is the first curriculum professor in the United States (Smiley, 1992; Winfield, 2004). Both his grandfather and father worked as a teacher and minister, and their religious dicta influenced Bobbitt’s work. Hence, he emphasized the importance of discipline, religious faith, and social needs in terms of developing curriculum (Smiley, 1992). Bobbitt was a social efficiency advocate (Apple, 2009). According to him, curriculum could be described as a tool for preparing students for their adult roles in the new industrial society. Bobbitt believed that curriculum should include behavioral goals, which help to educate students how to gain a good life (Null, 1999). Moreover, Bobbitt claimed that the procedures for curriculum planning should be considered as job analysis, which could be beneficial to determine specific activities, which are useful for adults to undertake their social roles, such as a family member, a worker, and a citizenship (Hlebowitsh, 2005). He retired from the University of Chicago in Bobbitt’s books:  The Growth of Philippine Children (1909)  The San Antonio Public School System (1914)  What the Schools Teach and Might Teach in (1915)  The Curriculum (1918)  Curriculum Making in Los Angeles (1922)  Curriculum Principles (1922)  How to Make a Curriculum (1924)  Curriculum Investigations (1926)  The Curriculum of Modern Education (1941) BIOGRAPHY IMPORTANT FACTS BOBBITT’S CONTRIBUTIONS REFERENCES JOHN FRANKLIN BOBBITT Hanife Ece Ugurlu  Bobbitt led the emergence and development of curriculum field in 20 th century.  He is one of the first theorists who believed curriculum making should begin to identify objectives, which address individuals’ functions as a family member, worker, and citizenship along with the needs of the community (Apple, 2009; Levine, 2002; Smiley 1992).  His scientific approach influenced many curriculum theorists.  He mentioned that particularized and preparatory activities are essential, and these activities should be based on students’ abilities.  He worked to formalize and legitimize field of curriculum development. Bobbitt’s most famous books Apple, M. W. (2009). Ideology and Curriculum. Routledge Falmer 3. Edition. Bobbitt, J. B. (1909). Practical eugenics. Pedagogical Seminary, V 16, p Hlebowitsh, P. S. (2005). Designing the school curriculum. Boston: Pearson/Allyn and Bacon. Levine, D. (2002). The Milwaukee Platoon School Battle: Lessons for activist teachers. The Urban Review, 34(1), Retrieved May 17, 2011, from Research Library. (Document ID: ). Scates, D. E. (1950). With the researchers. Journal of Teacher Education Vol: 1 Issue: 3, 225 – 230. Null, J. (1999). Efficiency jettisoned: unacknowledged changes in the curriculum thought of John Franklin Bobbitt. Journal of Curriculum and Supervision, 15(1), Retrieved from Education Full Text database. Smiley, Frederick Melvin (1992). "Indoctrinations," "survey and curriculum science," and "transitional philosophy": A three-stage reassessment of Franklin Bobbitt. Ed.D. dissertation, Oklahoma State University, U. S. - Oklahoma. Winfield, Ann Gibson (2004). Eugenics and education: Implications of ideology, memory, and history for education in the United States. Ph.D. dissertation, North Carolina State University, United States -- North Carolina “The school is not to "make" a curriculum but to help the child or youth better to find his own. The school's job is not to process the child into a shape that it has planned for him. It is to recognize that a life is going on before its eyes, and its work is to help in making that life go on in the best possible way. “