1. Curriculum and Philosophy
Prepared by: Group-3

2. Philosophy
Is a study that seeks to understand the mysteries of existence and reality. It tries to discover the nature of truth and knowledge and to find what is of basic value and importance in life.

3. Roles of Philosophy in Curriculum Development
Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum.
It helps in answering what educational institutions are for, what subjects are important, how students should learn and what materials and methods should be used.
In decision making, philosophy provides the starting point and will be used for the succeeding decision-making.
Intro: Foundations of curriculum do not arise in a vacuum. As curriculum development is heavily influenced by philosophy, those involved in such planning should be clear about contemporary, dominant philosophy. If we are unclear about our philosophy of education, our curriculum plans and teaching procedures will tend to be inconsistent and confused.

4. Four Educational Philosophies and their Implications in the area of Curriculum Development:
Perennialism
Progressivism
Essentialism
Reconstructionism

5. Perennialism
Overview: > Born of "idealism” in general philosophy > It advocates the permanency of knowledge that has stood the test of time and values that have moral and spiritual bases. > The teacher is viewed as an authority in a particular discipline and teaching is considered an art of imparting information knowledge and stimulating discussion. > Students are regarded immature- incapable of making judgment - their interests demand little attention

6. Why (Objectives)
• To develop the student’s rational and moral powers. • To develop the students’ higher faculties to control their passions and appetites. • To make students more rational and overcome their animalistic tendencies.

7. What
Uniform curriculum since all human beings possess the same essential nature.
Emphasis on humanities and general education
Less emphasis on vocational and technical education

8. How
Subject-centered: Draws heavily on defined disciplines or logically organized bodies of content, but it emphasizes teaching leaning of languages, literature, sciences and arts.
Want to teach subjects in their separate form, e.g. History as history, and Chemistry as chemistry.
Emphasize ability to read the classics and other difficult materials

9. Progressivism
Overview: • This emerged as a protest against perennialist thinking in education. • According to progressivist thought, the skills and tools of learning include problem solving methods and scientific inquiry. • Change is part of life that must be dealt with

10. Why (Objectives)
Develop learners to become enlightened and intelligent citizens.
For students to be taught living life at present.

11. What
Need-based (curriculum must respond to the students’ needs) and relevant curriculum (relates to personal life and experiences)

12. How Experiential method and learning by doing
Scientific approach (application of scientific methods and theories)
Giving of thought provoking games and puzzles, practical problem- solving and activities that will enhance skills

13. Essentialism
Overview: •This philosophy, rooted partly in idealism and partly in realism. • Evolved mainly as a critique of progressive thought in education • Learning should consist in mastering the subject matter that reflects currently available knowledge in various disciplines.

14. Why (Objectives)
Teaching should transmit tested values and knowledge so that students will become good.
True knowledge have essential properties which must be passed on since they are already tested.

15. What
Curricula are prescribed and are focused on basic skills and traditional disciplines.
Focus on academic contents

16. How
Mastery of the subject matter and teachers are to serve as models for students
Use of prescribed textbooks
Discussions on academic content and heavy lectures

17. Reconstructionism
Overview: • It views education as a mean of reconstructing society. • Put school in the forefront in remaking society • The idea is that we have had enough of discipline-based education and narrow specialization, and that we don’t need more specialists now, we need more “good’ people if we want to survive.

18. Why (objectives)
Believe that as school is attended by virtually all youth, it must be used as a means to shape the attitudes and values of each generation. As a result, when the youth become adults they will share certain common values, and thus the society will have reshaped itself.

19. What
As for the curriculum, it must promote new social, economic and political education.
The subject matter is to be used as a vehicle for studying social problems which must serve as the focus of the curriculum.

20. How Reconstructionist programme of education:
- critical examination of the cultural heritage of a society as well as the entire civilization;
- scrutiny of controversial issues;
- commitment to bring about social and constructive change.
• Involve pupils, parents and community in planning to fuse sources of formal education with political, social and economic resources to better human life and conditions.