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THE UNIVERSITY OF THE WEST INDIES

FACULTY OF HUMANITIES AND EDUCATION
SCHOOL OF EDUCATION

SEMESTER 1 2009

COURSE: EDCU 6309 CURRICULUM

THEORY AS PROCESS

LECTURER: Dr. MICHAEL KALLON

STUDENT: Mr. ROGER MORALES

I.D. # : 89731490

DUE DATE: 7TH DECEMBER, 2009

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COURSEWORK ASSIGNMENT.
Question: select a specialist field interest and relate it to the larger field identified by the term
curriculum studies.
Candidates should Identify a specialized field of study and discuss the relationship between that
discipline and the larger field identified as curriculum studies. Candidates are expected to create
the links between the discipline they have identified and the field known as curriculum studies
discussing such issues as:

(a) Philosophies that guide the discipline vis-à-vis curriculum studies.

(b) Theories that guide the discipline vis-a vis curriculum studies
© Pedagogical practices.
(c) Design and implementation.
(d) Principles of scope, sequence, continuity.
(e) Monitoring and evaluation/ assessment.

Candidates are expected to clearly argue that the discipline identified is a sub-set
of the broader field known as curriculum studies.

QUESTION ANSWER

In response to the question above I have chosen the the field of social studies. I will seek to now
establish the relationship that exists between social studies and the larger field identified as
curriculum studies. The essential questions that arise at this point is : What is Curriculum? And
What are curriculum studies? The word curriculum is derived from the Latin verb Currere meaning
literally to run a chosen course as in a race. There have been many definitions over the years each
having its own relevance. For my purpose the following seems appropriate:
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The curriculum of the school is the formal and informal content and process by which
Learners gain knowledge and understanding, develop skills,and alter attitudes,
appreciations, and values under the auspices of the school. (Doll, R. C. 1986)

This definition is quite broad and it alludes to both the formal and informal content and
processes that contribute to the educative process. It is interesting to note that the idea of
curriculum is influenced by philosophical changes that include phenomenonology so that Tanner is
able to define it as:

“ That reconstruction of knowledge and experience, systematically developed under

the auspices of the school (or University) to enable the learner to increase his or her
control of knowledge or experience” (Tanner and Tanner, 1980)

Curriculum studies involves the interrelationship of Philosophy, Psychology, History, socio-

economic and political principles in order to find the right mix of educational content, emphases
and processes, that will enable students to meet desired educational goals, in terms of attitudes,
competencies and abilities in the relevant domains of learning. It follows that curriculum
practitioners are informed by a number of influences (government policies, relevant theories,
personal experience and the experiences and participation of the learner) which are constantly
changing and developing.
Understandably, every subject area must contribute meaningfully to the general curriculum
of the educational institution in which it is taught. What then is the philosophy that guides the
discipline of social studies? According to Wayne Ross (2001) “The roots of the contemporary
social studies curriculum ..can be traced to at least two distinct curriculum reform efforts: the
introduction of academic history into the curriculum and citizenship education.”
In the Caribbean context we need to consider history in a multi-faceted inclusive way that
appreciates the contribution of all ethnic groups that are recognised and appreciated.
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Because of its content and intent the planning and implementation of the social studies
curriculum requires great sensitivity, balance and an insight into human nature and potentialities.
The social studies curriculum in the broadest sense involves the preparation of the young so that
they possess the knowledge skills and values necessary for active participation in society. In order
to arrive at the curriculum content one has to address the foundational philosophical questions such
as Ontology, Epistemology and Axiology.
Ontology addresses the nature of being or existence it ask the questions Why do we exist?
What is the nature of man and what is his purpose on earth? The answers to these questions depend
upon our theory of origins i.e. creationism or evolutionism. Depending on our ontological position
our epistemology will be formed. Epistemology relates to the nature of knowledge, its possibility
scope and general basis. In its rudimentary form ontological questions may involve : What is
reality? How do we organize and make sense of reality? How are things knowable and what are the
limits to our knowledge?
Epistemological inquiry has led to a range of curriculum theories some of these such as
Idealism view the learner as a mind to be molded by knowledgeable master teachers who subjected
the student to rigorous discipline and induction this approach was favored by Plato ,Kant ,Hegel
and others. Then there is realism which emphasizes the validity of the senses for interpreting the
physical world. It advocates skill acquisition for acquiring and mastering factual knowledge, the
promotion of conformity of learners to proper discipline, the adjustment of learners to the realities
of the physical world and the inclusion of systematized and varied procedures followed by
technical modes of assessment and evaluation.
In addition to these there is Thomism,Naturalism,Pragmatism, existential/phenomenonology,
critical theory, and Perennialism. All of these approaches seek to address the challenges of
curriculum delivery in a variety of ways and with different emphases. Inherent in these approaches
is the need to ensure that desirable outcomes are achieved. It was Richard Bloom (1956) who
created a Taxonomy of learning objectives which included cognitive skills such as
(Knowledge,comprehension application,analysis,synthesis and evaluation) as well as affective
learning (receiving, responding, valuing, organization and characterization.) Then Howard
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Gardener revolutionized the educational world with the theory of multiple intelligences.This
theory seeks to advance the position that there are nine (9) different intelligences:
(verbal/inguistic,logical/mathematical,musical/rhythmical, bodily/kinesthetic, interpersonal,intra-
personal, visual/spatial, naturalist and existentialist). Gardener challenges us to develop new
approaches to adequately cater to these intelligences as the relate to the area of social studies.
Of particular relevance to social studies are the following intelligences:
(a) Verbal/linguistic this involves sensitivity to spoken and written language, the ability to
effectively use language to accomplish certain goals, as well as to express oneself
rhetorically.
(b) Intra-personal: which entails the capacity to understand oneself, to appreciate ones
feelings, fears and motivations.
(c) Inter-personal : this is concerned with the capacity to understand the intentions,
motivations, and desires of other people. It allows people to work effectively with others.
This brings us to the critical point of our axiology. Axiology is the branch of philosophy
which deals with problem of value it is divided into two major aspects: ethics and aesthetics. Ethics
is concerned with what is right and wrong or good and and bad as it relates to human conduct while
aesthetics deals with the quality of beauty and enjoyment in the human experience. With respect to
the social studies curriculum the questions posed by axiology are crucial and fundamental.

Understandably, in a multicultural environment such as ours we are aware (sometimes

painfully) of our differences and the potential for conflict that these differences create. To the
extent that we depend on one another economically and socially it is to that extent and more that
we should be able to arrive at consensus at relating to and respecting one another.
The Secondary Education Modernization Programme (SEMP) social studies curriculum
identifies twelve (12) outcomes that are expected from the successful implementation of the social
studies curriculum these are:
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(1) To develop skills of lifelong learning and knowledge acquisition that are both socially
acceptable and economically efficient.
(2) To understand themselves as social beings in relationship with others such as family

members,the community, the nation, the state, the Caribbean region, and other parts of the
world.
(3) To understand and manifest a practical awareness of their role in the family, and make
positive attempts to become more productive, honest, loyal, and contributing citizens of
Trinidad and Tobago.
(4) Critically evaluate current societal attitudes, trends, and values, and seek equitable solutions
to problems.
(5) Develop value systems that are logical and morally acceptable.
(6) Gain knowledge and understanding of the human and physical environment particularly of
the Caribbean.
(7) Understand how environmental factors interrelate to influence the activities of human

beings, and how such activities in turn affect and change the physical environment.
(8) Evaluate the action of human beings, and assess the relative merits and problems of any
particular forms of economic development or social transformation, as well as the
environmental consequences of these activities.
(9) Understand the importance of the exploitation of natural resources, and the implications of

the degradation and depletion of non-renewable resources.

(10) Respect and be tolerant of the views, beliefs, and ways of life of other peoples, and
develop an appreciation for the culture of others in our diverse society.
(11) Develop willingness to express a point of view on matters of concern- whether
personal, local, national, regional, or global- in a positive, knowledgeable, candid way,
while respecting the view of others.
(12) Develop skills in the collection, collation, and positive and productive use of
information.
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These multifarious outcomes speak to a range of pedagogical practices and approaches.
It demands a pluralistic and eclectic approach to the pedagogical practices. Because of the values-
laden orientation of the curriculum a critical/ phenomenonological approach is proposed. Students
must be able to critically challenge the assumptions upon which their current world view is
founded and seek to address its prejudices and inequities. This sucggests a discursive ethic such
has been proposed by Paolo Freire and Michael Apple. Freire addresses the problem of oppression
of the weak by the strong and identifies not only the material but also psychological and social
dislocations of he oppressed and proposes a radical pedagogy which conscientizes the
oppressed ,makes him/her aware of their condition and empowers him/her to change their
condition. Apple looks at society and education in a systemic way and asks the questions: who
benefits? And In whose interest. Freire, Apple, Illich, Habermas and other scholars of that ilk, the
business of social transformation, social learning and a discursive ethic of discussion and debate is
the business of education