1. Concepts, Philosophies & Designs An Overview and Their Connections
Curricular
Concepts, Philosophies & Designs
An Overview and Their Connections
Submitted by:
Erin Riendl & Jen Garinger
PME 810
Professor Jackie Button

2. Our Process….
We decided to take on the task of each displaying a philosophy and a design article. We included our notes as well for this project and breathed-in as many visuals as possible to help summarize the information for ourselves and the reader. We worked well as a team and each of our strengths were highlighted throughout the process. It was interesting to bring our ideas together and see how each person read and processed the information from the articles. Erin showed her ability to paraphrase and condense the material by using charts and webs. Jennifer used flowcharts, tables and diagrams to demonstrate her understanding of the materials. Overall, we were able to come together to produce this representation of our understandings of the curricular philosophies, designs, concepts.
We both feel that this assignment would have been a daunting task if left to our own devices!

3. Ornstein’s Philosophy
Before a philosophy can be developed we must first answer the question:
“What is education?” (Orenstein, 1991)
Philosophy = Starting point → “Ready? And ACTION! →
builds the framework for the education process: → a school’s purpose →
Determines… goals of the educator → subject content → process of teaching → experiences & activities → assignments & homework → assessment
Philosophy Aims = Goals of Curriculum → Education → grows successful human beings who create a vibrant society!

4. Ornstein’s Overview of Philosophies (p. 105)
(Echoed in Hill’s Curriculum Design)
Which of the four types of philosophy do YOU best associate with?
If your philosophical base is realism and your instructional objective involves the love of those timeless facts from the past, if you want your students to think rationally and teach traditional values, focusing on the classical subjects and books...then you are best associated with...Perennialism
If your philosophical base is idealism and your instructional objective is to educate a competent individual with the knowledge of the essential skills and academic subjects, where your role as the teacher is an authority in your field and you explicitly teach traditional values, your curriculum focus is the 3 R’s and the core subjects. You just want to get back to the basics and promote excellence in education...then you are most associated with... Essentialism
If your philosophical base is pragmatism and your instructional objective is to promote democratic social living, where your role as the teacher is to guide problem solving and scientific inquiry, your curriculum focus is the application of human problems with interdisciplinary subject matter. You like curriculum that is relevant, humanistic, alternative and free for everyone... then you are most associated with... Progressivism
If your philosophical base is pragmatism and your instructional objective is to reconstruct society, create change through education and social reform, your curriculum focus involves teaching skills and problems that will help you with societal challenges in the present and the future. As a teacher, you are an agent of change and reform, you are a project director and research leader, you love the social sciences and examining political problems, present and future trends and national and international issues. You believe in equality of education, cultural pluralism, international education, and futurism… then you are most associated with... Reconstructivism

5. Ornstein’s Traditional Philosophy vs Contemporary (p. 106-107)
Contemporary Philosophy
Focus is on the present & future, events are changeable & relative
Change is inevitable
Train the mind, fill it with subject matter, knowledge and information
Concerned with problem solving, student interests and needs in mind
Some subjects are more important than others
Skills and attitudes are taught through all the subjects
Teacher is the authority in subject matter, gives explanations and lectures
Teacher is a guide, agent for change, engaged in dialogue with students often
Education provides means of direction, control and restraint
Individual freedom from authority
Citizenship is linked to cognitive development
Citizenship is linked to moral and social development
Knowledge and discipline create freedom
Freedom comes from democratic living and social/political actions
Excellence & equality
Group values for the good of society
Group values come first - cooperate and confirm for the good of society
What is good for the individual should come first, in order to reconstruct society
Notice how the contemporary points relate to the:
cognitive academic, social & humanistic
concepts of curriculum?

6. Hill’s Philosophy: Idealism
Philosophical Foundation:
Search for the truth and true ideas
Develop an understanding of the world as a whole
Bringing ideas from the World into the classroom
Concepts of Curriculum:
Focus is on whole learning
Focus on teaching the student as a whole
The curriculum is based on concepts that challenge the students and require them to have self growth.
The goal of the curriculum is for students to learn how to develop their thinking skill and their own full potential.
Connection to Curricular Design:
Through teaching, the students develop their own beliefs and opinions.
This philosophy avoids teaching specific subjects that limit and constrict a student’s’ learning and curiosity.
It emphasizes and requires the students to be actively engaged in the lessons and their learning.
The students participate in their learning
When designing the curriculum, the role of the teacher is to present to the students experiences, stories, questions and problems of the world.

7. Hill’s Philosophy Realism
Philosophical Foundation:
There is a fixed truth for the world and thus dictating what is to be taught
The focus is on the physical world and what is external from the classroom
“Scientific method”
Concepts of Curriculum:
The focus is on education that is specific to a time, a place, and a purpose
This philosophy was useful in times such as the industrial revolution when a specific training/ trade/ skill was needed to be successful in the workforce.
Skills, content and knowledge are seen as the most important elements to prepare students for the world.
Connection to Curricular Design:
The role of a teacher is to help the students uncover the truths of the world
This philosophy is not as effective in our current world because of the speed of change and need for adaptability.
Our students need to continue to be able to gain new skills, problem solve and be flexible.

8. Hill’s Philosophy Pragmatism
Philosophical Foundation:
It is based on the experiences of the individual
It is very important to have quality education versus quantity or even content
The students engage in their own experiences and the teacher helps them to understand what those experiences mean and how the relate and contribute to the world.
Concepts of Curriculum:
True life experiences
The focus is on individual growth physically, mentally and emotionally
The focus is to develop the students sociologically and psychologically
Student centered
Connection to Curricular Design:
The role of the teacher is to facilitate discussions, lead group collaboration and
The role is to truly be the facilitator and are flexible in their methods
The teacher focuses on hand on, real-life, experiential education
Critical thinking and problem solving are key elements

9. Hill’s Philosophy Reconstructionism
Philosophical Foundation:
Society is continuously changing
The curriculum needs to change to match our changing society
The purpose of our education system need to also match our changing society
It can be considered a recent extension of pragmatism
Concepts of Curriculum:
The focus highlights the importance for students to spend time both inside and outside the school environment
Each student has a role in our society and can contribute to it.
Connection to Curricular Design:
The role of a teacher is to provide the students with opportunity to experience the world outside of the classroom and then apply it to real life situations.
The curriculum is very hands on and student orientated. It takes theory and asks the students to work through and figure out they can put their ideas into action. formed around how the students can be positively contributing to their world.
Like pragmatism, critical thinking and problem solving are key elements.

10. Visual of Evelyn Sowell's Curricular Design
Sowell’s Design
Visual of Evelyn Sowell's Curricular Design

11. Ornstein & Hunkin Curricular Design
Curricular design stems from three BIG IDEAS:
Kieran’s Socialization Plato’s Academic Rousseau’s Development
These all stem from our basic concepts of curriculum:
Social Academic & Cognitive Self-Actual (Humanistic)
Preparing students to becoming good citizens
Growing the mind of the learner
What should we teach to our students that will have the most impact?

12. Orenstein and Hunkin’s Components of Design & Design Dimensions
Components of Design: Curriculum Parts
Objectives Content Learning Experiences Evaluation
What should be done? Subject matter? Instructional strategies Methods & instruments of
resources & activities? Appraisal?
Design Dimensions:
Integration
Horizontal relationships
Blurred lines...
Articulation
Finding connections between subjects: ie.
humanities (social & LA)
Sequence
Gearing to the level of the learner
Balance
Weighting
subjects
Continuity
Vertical repetition or spiral revisiting material
Scope
Horzontal organization

13. Orenstein and Hunkin’s Sources of Curriculum Design
Science
thinking strategies
(p. 152)
Knowledge
primary source of curriculum
(p. 154)
Intellectual skill development
Stems from Academic concept of curriculum
Moral Doctrine
Knowledge → spirituality
(p. 53)
Learner
Quality and quantity of experiences affect brain development (p. 154)
These reflect both concepts of self-actualization and humanistic qualities of curriculum.
Society
Curriculum is connected to serving the interests of local, larger and political communities (p. 152)
This is a reflection of the social reconstructive concept of curriculum.

14. Orenstein’s & Hunkin’s Major Curriculum Designs (p. 161- 173)
Cognitive, Academic & Socialization Curricular Concepts
Socialization and Self-Actualization Curricular Concepts
Reconstructing Society
Curricular Concepts
Subject-Centered
Learner Centered
Problem Centered
Subject Design- content
Child-centered Design- based on lives, needs and and interests of the learner (p. 165)
Life-situations- problem solving processes in real-life situations to enable successful function in society
Discipline Design-- building “little scholars”
Experience Centered Design- a child’s experience is well it all begins...
Reconstructionist Design- critical analysis of society in order to improve it
Broad-fields Design- ie ologies that make up social studies
Radical Design- or romantic, promotes reflection, critiquing, inquisitiveness
Correlation Design- synthesizing subject material
Humanistic Design- allowing students to be active in their own maturation both academically and socially
Process Design- developing intellectual character and behavior

15. Connections between Concepts, Philosophy and Design
Starting at our first slide, as posed by Orenstein, we asked the question: “What is Education?” This formed the underlying idea and theme throughout our work.
We found the curricular components, dimensions and sources to act as the physical layout and organization of curriculum material. Because it is the structure, it is indirectly related to curricular concepts and how it is designed. For example the scope and sequence will take into consideration the qualities of the learner as well as the components. Learning is much more meaningful if the objectives and learning activities are built around the needs and interests of the learner as do assessments when the learner is given choice to show what they know.

16. Curricular Concepts Curricular Philosophy Curricular Design
There was a direct correlation between the concepts of curriculum and both the philosophy and curriculum design. The concepts act as the base for which everything flows from, it’s like the historical foundation of curriculum. The philosophy are the human beliefs, applying the concepts and the design is putting it into action for the learner.
Curricular Design
Curricular Philosophy
Curricular Concepts

17. References
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74,
Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2),
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp , 55-61, 81-85, ). Upper Saddle River, NJ: Pearson.