References:
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspective of curriculum and instructors, pp.21-37 (Master’s Thesis).
Eisner, E., & Vallance, E. (1974). Five conceptions of curriculum: Their roots and implications for curriculum planning. In E. Eisner &E. Vallance (eds.), Conflicting Conceptions of Curriculum (p. 1-18). Berkeley, CA: McCuthcan.
Ornstein, A.C. (1990-1991). Philisophy as a basis for curriculum decisions. High School Journal, 74 (2), pp. 102-109.
Ornstein, A.C., & Hunkins, F.P. (2013). Curriculum Design. In Curriculum: Foundations, Principles, and Issues (p. 149-173). Upper Saddle River, NJ: Pearson.
Sowell, E. (2005). Sections from Chapter 3, 4, 5. In Curriculum: An Integrative Introduction (3rd ed.). (p52-61, 81-85, 103-106). Upper Saddle River, NJ: Pearson.
Vallance, E. (2001). A Second Look at Conflicting Conceptions of Curriculum. Theory Into Practise, 24(1), 24-30
Other curriculum designs (Sowell, 2005)
Curriculum designs which defy the main classifications.
Core Curriciulum
- combines subject matter with content based on societal and personal needs
- students learn core material but also learn secondary material based on aptitude, interests, and capacities
- strong problem solving element
School-to-work Curriculum
- program usually for high school students
- students learn from people in the workforce
- acquire skills and formulate career goals
Technology as Curriculum
- uses subject matter as a source of content
- organizes knowledge so students can learn from it
- behaviourally stated objectives
- sequenced set of activities
THEORISTS
Curricular theorist envisioned different conceptions of curriculum. There is some overlapping between the conceptions.
Vallance
Create intellectuals with a broad scope of knowledge
- as technology has improved this may be the broadest of all the conceptions
- can be applied to any content and adapted to any purpose
Process for the greatest benefit to the most students
Social reconstruction
- unchanged from Eisner and Vallance
Improve society
Personal success and commitment
- education is a means to an immediate practical end
- personal success is the desired outcome
Individual needs
Sowell
Cumulative tradition of organized knowledge
- "cultivate cognitive achievement and the intellect by helping students understand knowledge"
Traditional knowledge based on subjects
Technology
- make learning systematic and efficient
- focus on the how over the what
Learners systematic and efficient through process
Social-relevance reconstruction
- provide learners the ability to adjust to the changing world
Needs of society and culture
Self-Actualization
- let learners discover things for themselves
- student focusses
Needs of the individual
Pratt
Cultural Transmission
- focusses exclusively on cognition
- "repair deficits or gaps in people's understanding"
Traditional academic knowledge
Social Tranformation
- give students freedom and the ability to choose
- similar to social reconstruction curriculum
Political and social change
Individual fulliment
- similar to self-actualization
- human relationships are important to grow personally
Learning through personal experience
McNeil
Academic
- learners question, hypothesize, synthesize, and draw conclusions
- prepare students for life after education
Developing the rational mind
Systemic or technology
- outcome based education
- how to teach more important than the content
Process is more important
Social Reconstruction
- develop learners' social needs over individual needs
- values of the many over the one
- find solutions to societal problems
Social change
Humanistic
- develop good character and good work quality
- teachers build relationships with students
- process of learning is valued over the output
Individualism
Eisner and Vallance
Development of Cognitive Process
- refinement of intellectual skills
- give the learner intellectual autonomy to be able to select and interpret real world situations
- content less important than the how
Self-actualization
- content is valued
- schooling should be a large part of student's life using curriculum
- Vallance dropped this and replaced it with personal success and personal commitment
Discover things on their own
Academic rationalism
- most traditional
- give students the tools to function in Western traditions
- classic disciplines taught
- preferred by most educators
Most traditional. Classic Disciplines
Curriculum of Technology
- uses technology to communicate knowledge
- efficient, precise logical, to the point
Focuses on process
Social reconstructivism
- focusses on social change and social values
- give learners the tools to flourish in an ever changing world
- two different branches, present and future
Societal needs over individual needs
Marsh and Willis
Prescriptive
- curriculum is pre-planned
- 4 different conceptions: social needs-child-centered, social-efficiency, social needs re-constructionist, philosophical-academic rational
Focused on end, objectives, and outcomes
Descriptive/Critical Exploratory
- learn to make good choices
- practical reasoning valued
Look at curriculum in real time and adjust accordingly
Critical explanatory
- two approaches, one, connection between school and society, two, personal experience
Look at curriculum from both an intellectual and social analysis
CONCEPTIONS OF CURRICULUM
What should be taught? To whom? When and how?
TECHNOLOGY
(Al-Mousa, 2013)
Cognitive
Processes
Systemic
SOCIETY
(Al-Mousa, 2013)
Social
Reconstructionist-
Relevance
INDIVIDUAL
(Al-Mousa, 2013)
Humanist
Self-actualization
Learner-centered
ACADEMIA
(Al-Mousa, 2013)
Academic
Rationalist
Traditionalist
CURRICULUM DESIGN
Design Dimension Considerations
Balance
Integration
Articulation
Continuity
Sequence
Scope
Shadow Curricula
Null Curriculum
Hidden Curriculum
Operational Curriculum
Representative
Curriculum
Designs
Problem-Centred Designs (Ornstein & Hunkins, 2013);
Society-Culture-Based Designs (Sowell, 2005)
- needs of society and culture
- focusses on the learning process
Pros- integration of different subject matter, relevance to students and society, meaningful and motivating to students
Cons- content not well organized, doesn't provide adequate exposure to cultural heritage
Reconstructionist Design
Life Situations Design
Learner-Centred Designs (Ornstein & Hunkins, 2013);
Learner-Based Designs (Sowell, 2005)
- students help select and organize the purposes for learning
- subject areas become a means by which students pursue problems or topics
- typically used for early childhood education
Pros- students perceive learning as relevant and meaningful, actively involved in learning,
Cons- do not learn a common body of knowledge, may not learn cultural heritage and achieve social goals
Humanist Design
Romantic (Radical) Design
Experience-Centred Design
Child-Centred Design
Subject-Centred Designs (Ornstein & Hunkins, 2013);
Subject Matter Designs (Sowell, 2005)
- oldest and best known to teachers and lay people
- develop interests and competencies
- contribute to literacy
- curriculum is usually developed using outcome approach
Pro: verbal activities, socialization, easy to deliver
Con: no program individualization, emphasis not on learner, little consideration of content, promotes scholarly elite, divorcing knowledge from the student's experience, student passivity
Process Designs
Correlation Design
Broad-Fields Design
Discipline Design
Subject Design
Contemporary Philosphy
- present and future
- events changeable and relative
- problem solving
- students' interest and needs valued
- equal value given to each subject
- individual expression and freedom
Reconstructionism
pragmaticism
Improved society
Progressive
pragmatic
Democratic social living
Traditional Philisophy
- focus on the past
- glorifies cultural heritage
- emphasis on subject matter
- knowledge is prioritized
- cognitive development
- controlled and restrained for societal indoctrination
Essentialism
idealism/realism
Intellectual growth. 3 R's
Perrennialism
realism
Educate rational person
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
