1. Curriculum Philosophy
Session Two

2. PLANNING CURRICULUN FOR THE FUTURE IS DIFFICULUT
MANY THINGS EED TO BE CONSIDERED
WHAT PHILOSOPHY
WHAT APPROACH AND HOW DO YOU DECIDE ON THE MATERIAL

4. Philosophy
Many believe that Curriculum is the foundation of education.
A philosophy is the foundation of a curriculum, You need to know what you believe in before you can formulate a curriculum

5. Philosophy
Underneath almost everything we feel strongly about, we have a philosophy
Coaches- blitzing defenses, speed, power, a system versus star talent,
Relationships- there are certain beliefs people have as a must in a partner, it varies from person to person
Building a curriculum is no different

7. Philosophy related to curriculum
Philosophy is central to curriculum
A philosophy of a particular school or district influence the goals, content and organization of its curriculum
Philosophy provides a framework for organizing schools and classrooms, it establishes:
What schools are for, processes to be used, and activities that schools should emphasize

8. Philosophy related to curriculum
People that are divided in philosophy can rarely work together in close proximity for long periods of time
An ideal curriculum workers have a philosophy that hopefully can be can be adjusted or modified as new best practices and information becomes available

9. Try and Determine Yours
What parts of the following philosophies do you feel matches your thinking?

10. There are Four Major Philosophies
Idealism
Realism
Pragmatist
Existentialism
You saw a brief introduction of these, based on their names, write some basic tenets that you feel would apply to these philosophies based on their title. (Do in a group, one philosophy per group)

11. Idealism Plato is the father of Idealism
Others include Froebel ( kindergarten), Ralph Waldo Emerson, Theory Thoreau
It is the search of truth and enduring values,
Truth is more than physical senses, it is a mental process

12. Idealism In education, this means
Teachers should be teaching conceptual matters
Relating concepts to one another
Most important subjects are the most abstract-philosophy, theology, mathematics then history and literature also language
at the bottom is science- based only on senses and facts, not on pure thought

13. Realism Created to Aristotle and Thomas Aquinas
Realist view the world in terms of objects and matter
people come to know the world through their senses and their reason
Everything is derived from nature and is subject to its laws

14. Realism
In education
They have similar beliefs as far as course structure, believe in separate course for everything, feel abstract courses at the top of the educational food chain
However, they also value the sciences
The three Rs are a basic component

15. Pragmatist Pragmatist believe in change and relativism
The truth is always changing, there is not anyone single universal truth
Believed in testing, looking for answers as important
Supported by William James, John Dewey

16. Pragmatist In education, Problem solving is important
Teaching is more exploratory than explanatory: method more important than subject matter

17. Existentialist
In existentialism, people constantly make choices and through these define themselves
We are what we choose and by our choices we define ourselves
Individualism is important
Primarily developed from Europe

18. Existentialist
In education, the existentialist stress personal fulfillment- they believe the most important knowledge is that of the human condition
Schools should provide choices for students to pursue their personal growth
Schools curriculum should provided experiences and subjects that lend themselves to individual freedom and choice
Ex. Arts, drama, literature music filmmaking,
They illustrate emotions, feelings and insight

19. Existentialist
Critics of existentialism, feel that it is impossible to achieve the goals of existentialist in school because schools are all about socializing students to be similar, it is about conformity and institutionalization

20. Activity
In your groups look at each of the four philosophies, what implication would hat have when planning a curriculum
What are some features you would see in district that followed one of these philosophies?

21. Educational Philosophies
Out of these four major philosophies four educational philosophies have grown out of these. They are:
Perennialsim
Essentilsim
Progressiveism
Reconstrcutionism

22. Perennialism The oldest and most conservative philosophy
Derived from realism
Dominated much of American curriculum
In elementary school:
pushes the three Rs
Moral and religious training
In secondary:
Latin, Greek, grammar logic and geometry

23. Perennialism It stress traditional values
It teaches knowledge that has been thought for years
The reason is, a person’s function in society is the same today as it always was, why teach them differently? The aim is as it always was
The goal is to develop the rational person, uncover universal truths by developing a student's intellect and moral character

24. Perennialism The curriculum is subject centered
It is logically organized and emphasizes language, literature mathematics and science
Stimulates discussion and student's rational powers
Lessons are taught using the Socratic method, oral expression, and lecture

25. Perennialism The curriculum has little time for electives
Little time for vocational training
Character education is important
Some types of education still feel that this is the most effective way to build a curriculum and teach students- it is a rite if passage
Law school, medical schools

27. Perennialism Permanent studies is an example of Perennialism
When students read and discuss great works of the past in order to cultivate their intellect
It is considered broad based and a means to cultivate the mind
Ex include reading, Plato, Aristotle, Shakespeare

28. Perennialism
The Paideia Proposal a book written by Adler, proposed three types of learning to improve the intellect
Organizational knowledge to be taught by didactic instruction
Basic learning skills- taught through coaching and presentation
Acquisition of values- to be taught by the Socratic method

29. Perennialism
The Paideia Proposal does not present any subject matter as an end in itself- you do not learn algebra to become a mathematician, you learn math to develop intellectual skills
Advocates for a universal curriculum
All students get the same subjects with high quality teaching

30. Perennialism
Allan Bloom feels that recent changes in our curriculum that focus on “cultural relativism”, quick fixes and “trivial pursuits” has degrade American education
He feels that we fail to develop critical thinking skills
He feels that a good old liberal Arts education is the answer to this

31. Perennialism
Supporters of Perennialism such as Charles Murray, feel that the west Western world) and America once were the best and brightest and made significant contribution in all academic areas
He now feels we are no longer the best and feels that part of the solution to become the best again is a move toward the Perennial curriculum

32. College curriculum have done this: How are they different?
Bachelor of Science
Bachelor of Arts

33. Essentialism
A traditional philosophy- started in 1930’s became famous in s ( after Sputnik)
In elementary school focus on three Rs
Secondary education is aimed at five subject areas:
English
Math
Science
World Language
History

34. Essentialism
In Essentialism Secondary education devalues subject areas such as :
Home economics
Music
Art
Physical education
They feel they are frivolous and a waste of money but begrudgingly allow a few students to take them

35. Essentialism Essentialist value
knowledge acquisition
Facts
Conceptual though
Problem solving
Essentialist feel all students should follow the same curriculum- its pace should be adjusted according to the needs of the students
Emphasis is placed on Science, math and new technologies

36. Essentialism
Essentialist feel that taking a student’s interest or social issues into account is wasteful
Teaching methods that rely on psychological theories are also wasteful
The teacher is a master of the course content and subject matter and a model worth emulation
The teacher is the authority, decides on the curriculum and exhibits high standards- the teacher needs to be respected.

37. Essentialism
The Essentialist view is reflected in the “A Nation at Risk Report” and the NCLB law in a more moderate form (Not far enough for essentialist)

38. Essentialism
Much of what we see today aligns with the essentialist philosophy
Standards. Statewide testing, standards before moving to another level ( in 13 states)
Provide bonuses to school, teachers and principals that achieve
Teachers standards-With this push for standards- came the push to have Teacher standards

39. Essentialism
Teachers standards-Many states added competency testing for beginning teachers ( 40 states)
A heavy emphasis has been placed on reading writing ( about two hours a day)
Math ( about one hour a day
Curriculum has become aligned with high stakes tests and has reduced electives

40. Essentialism
Although this push for standards seems basic, in some areas experts can not agree on what they should be
Also essentialist feel that pure information is not stressed enough- facts such as acid rain and bay of Biscay, allows for greater understanding because of background knowledge and facilitates communication

41. Progressivism
Is a contemporary curriculum philosophy based on john Dewey’s beliefs.
Focus is on schools nurturing cooperation, self discipline
Since needs change constantly, no need to focus on a fixed body of knowledge
Focuses on How to think and not what to think

42. Progressivism Activities are key to instruction Constructivist methods
Interdisciplinary
Teachers are the leader of groups facilitating activities
Students ad teachers plan activities together
Teachers help students locate, evaluate analyze and interpret the data ( from activities)

43. Progressivism
Progressives reject rote learning, recitation and textbook authority, corporal punishment
The focus is on the learner and not the subject
There were radical progressives groups on either side- progressive extremist and lazier-faire- one side devalued knowledge and the other devalued adult authority over children

44. Progressivism
Relevant Curriculum- Although most followers of the progressive philosophy have lost prominence, the desire for relevant curriculum survived
Instruction should be associated from life experiences, students should be motivated and interested

45. Progressivism Other aspects: Individualization
Extend curriculum beyond the school ( work study programs- internships)
Electives and mini-courses
Courses that interest students- music through rap

46. Progressivism
The Humanistic perspective- this curriculum push was a reaction to the hard-line repressive curriculum that isolated students ( Perennialism and existentialism) Builds on Maslow’s work and looks at affective outcomes rather than cognitive The goal is to produce self actualized people- develop the whole person

47. Progressivism
The Humanistic perspective- Some people feel this way now They feel we overemphasize the cognitive, put lots of pressure on students do away with Humanist seek more meaningful relationships between students and teachers

48. Progressivism
Eventually many educational leaders that believed in the Progressive philosophy called for a radical school reform
The felt that teachers disliked and distrusted their students
The considered schools highly discriminatory
The felt schools sort children for different jobs and perpetuated class differences

49. Progressivism
Many of these educational theorist had nothing good to say about how schools run and how teachers operate
Some of their comments include
Elem schools are babysitting
Successful students are strategist in a game to beat the system
Some called for eliminating schools

50. Reconstructionism
This philosophy evolved out of disgruntled progressiveist
They felt that society was going to pot and that education was the best way to achieve social reform
Developed originally in 1920’s
The felt the progressiveist overemphasized child-centered education and ignored social needs of all classes

51. Reconstructionism Felt the students and teachers must improve society
Felt teachers and classrooms should NOT be politically neutral felt that teachers and students need to take a stand on issues
Need to develop well reasoned students that can communicate well

52. Reconstructionism Curriculum should be based on social issues
School programs would include
Examine society cultural heritage
Examine controversial issues
be committed to bringing about constructivist social change
Cultivate future oriented attitudes
Enlist students and teachers to enhance educational opportunities for all children.

53. Reconstructionism
A branch of reconstructivism, was a group that felt improving our social conditions was not enough. The Internationalist, felt that schools need to address issues on an international scale
Internationalist will speak of such things as
The global village, global interdependence, the shrinking world, greenhouse effect

54. Reconstructionism
Internationalist feel school need to teach students to understand various global systems and would build the curriculum around them
Such concepts as global:
political, economic, physical resources, cultural issues, and communication
World problems such as Western imperialism, Arab Nationalism and the growing economic influence of China and India

55. Reconstructionism
Reconceptualist view the technical approach to curriculum as too narrow and feel it is not sensitive enough to people’s feelings
Our society today is marked bay a failure to accommodate diversity and indifference to people's needs
They are socially sensitive and concerned with broad problems of society

56. Reconstructionism
Reconceptualist value communication skills , art poetry, dance , drama, literature, psychology and ethics
Feels that schools have oppressed that poor and we need to design a curriculum to free them

57. Reconstructionism
The final branch of reconstructivism, is the Equal Educational opportunity
Their goals is to assure that children born in any class have the same opportunity as children in any other class
Schools represent the means to achieve goals
Currently this does not happen because education is so closely tied to social class and family background

58. Reconstructionism
The Equal Educational opportunity followers admit that upper ward mobility is possible in the current system and would be less if it were not for public schools

59. Reconstructionism
The Equal Educational opportunity followers believe in the following five factors relevant to equal /unequal educational opportunities:
Offering the same curriculum to all children
School’s racial composition
equality of teacher morale and teacher expectations
Cognitive an economic outcomes for students with equal backgrounds and abilities
Cognitive and economic outcomes for students with unequal backgrounds and abilities

60. Reconstructionism
The Equal Educational opportunity followers believe in the following five factors relevant to equal /unequal educational opportunities:
Offering the same curriculum to all children
School’s racial composition
equality of teacher morale and teacher expectations
Cognitive an economic outcomes for students with equal backgrounds and abilities
Cognitive and economic outcomes for students with unequal backgrounds and abilities

61. Activity
Based on these four principles, what tenets do you personally hold as valuable in your curriculum Philosophy.