1. Curriculum: Foundations, Principles and Issues
Chapter One
1. Behavioral approach - what can the learner do that we can see? Bobbitt’s 800 elementary objectives and Tyler’s technical and scientific approach
2. Managerial approach – organizational chart, flow charts, TQM; curriculum revision cycle
Humanistic approach – psychological health, self-actualization, art, music –Dewey, Montessori, Steiner, Armstrong
Reconceptualist approach – concerned with inequality, oppression

2. Definitions of Curriculum, pp. 10 - 11
1. Tyler and Taba’s plan for achieving goals
2. Dewey – all the learner’s school experiences
3. linear or nonlinear system of planning for instruction
4. theoretical, scholarly field of study; broad, historical, philosophical, social
5. subject matter content by grade level
See Doll quotation, p. 11

3. Curriculum Domains Fenwick English: 1. ideological (philosophy)
2. technical (design)
3. operational (managerial)
Glatthorn – written, taught, tested +learned + hidden
Development - - How + Structure
Design – components
Roles of curriculum leaders, p. 23
Role of principal in curriculum, p. 26

4. Chapter Two: Philosophical Foundations
Thomas Hopkins quote, p. 32
Dewey and Tyler, p. 33
IDEALISM – Plato, Hegel, Emerson, Thoreau, Froebel: Truth, enduring values, classics; philosophy, theology, mathematics
REALISM - Aristotle, Aquinas, Orderly universe: education illuminates purpose (Science
PRAGMATISM – Dewey - problem-solving, learning to learn, scientific method
EXISTENTIALISM – self-fulfillment; reject group norms, authority, established order

5. Educational Philosophies, Table 2.4
Pereniallism – subject centered; knowledge that has stood the test of time; knowledge, skills, values – minus vocational education
Essentialism – status quo; subject centered, devaluing art, music, P.E., CATE; instead conceptual thought, problem-solving, STEM, standards, factoids
Progressivism – Thomas Jefferson, Dewey, Combs, Rogers,Maslow: problem-solving, scientific method, opposing authoritarianism, memorization of factoids, and intimidation; relevance, humanistic, reform; critical eye on unintended, learned curriculum

6. Reconstructionism
Kozol: critically examine cultural heritage, examine controversial subjects, become activists for social change
Internationalists - + global studies
Reconceptualism – intuitive, personal, mystical, linguistic, political, social, and spiritual
P. 55 where philosophy clearly drives decisions about school, curriculum, instruction, grading, allocation of funds