Name: Ma. Theresa T. Pucol Subject: Curriculum Development Time: 10:10 - 1:10 Reflection: #2

Name: MA. THERESA T.
PUCOL Subject: Curriculum

Development
Time: 10:10 – 1:10 Reflection: #2
MAJOR FOUNDATION OF CURRICULUM
Fundamentals are the powers that control curriculum creators' minds. This influences the
curriculum's quality and composition. The curriculum represents a country's environment and community,
and the ability of a society to make it possible for their children to study adult society's habit, thoughts,
attitudes and talents, as well as culture and institutional education are the best way to impart this
capability. The obligation of teachers and schools is to discipline society's youth and provide them with
curriculum experiences. Society requirements, expertise and facts provide a framework for program
development. The philosophical, historical, psychological and social curriculum is based on 4 major
foundations.
Centered on moral principles arising from one's educational theory, curricular choices require
many subjects and problems into account. Precisely because of this, we regard philosophy as one of the
core fields of research. In this segment, we will discuss numerous educational ideologies affecting
curricular decision making. Studying philosophy allows us to deal with our own personal conviction and
moral structures, the way we interpret the world around us and identify the essential things we have to do.
Because philosophical concerns have often shaped culture and learning institutions, it is vital to research
education theory in terms of curriculum growth. The following four key philosophical positions, which
until now have influenced the development of teaching methods. First, the research is based on subjects
of the perennialism. It focuses on particular fields or scientifically organized subject bodies, but stresses
the instruction of languages, literature, sciences and the arts. In a specific discipline, the instructor is
regarded as an authority, and teaching is considered an art of exchanging facts and stimulating
conversation. Students are considered inexperienced in such a scheme because they do not have a
decision to assess what is needed to learn and also because their preferences need little commitment to
curriculum growth. Next is Essentialism, this theory was primarily formed as criticism of progressive
education thinking, partly rooted in idealism and partly realization. However, the supporters of
fundamentalism oppose progressive approaches entirely, since they think that schooling should allow
students to respond to evolving environments. Critical learning should also include mastering the topics
that constitute the currently available expertise in different disciplines. Teachers have an important role to
play in supplying students with knowledge. third is Progressivism, the skills and instruments of learning
include problem solving and empirical investigation, according to progressive theory. In addition, co-
operative activities and autonomy can also provide learning opportunities, all essential for democratic
living. The program was also interdisciplinary in nature, and the instructor was viewed in her problem
solving and science experiments as a guidance for learners. last is Reconstructionism, Training is
regarded as a way to restore civilization. As school/college attended by nearly every young person, the
reconstructed claimed it should be used for influencing the attitudes and beliefs of every generation. As a
result, when young people become adults, they share shared ideals and hence society is changed. With
respect to the program, modern psychological, economic and political teaching must be promoted. The
topic is to be used as a method to research social topics that have to be the subject of the curriculum.
There are six most theoretical curriculum in historical curriculum base, first frank Bobbitt, with
its system of curriculum design growth, Bobbitt himself highlighted a challenge. In certain topics it was
better to describe what teaching could and should answer. The system of Bobbitt and later Tyler was to be
criticized for too much guiding principles for the development and implementation of curriculum. The
notion that learning truly is a matter of soul recollecting what it has learned before—solution Bobbit's was
that there existed already realistic, socially valuable information which can be purchased easily by a
science-based productivity process. According to Bobbitt, it was a method of forming theories,
evaluating, observing and gathering empirical evidence, using a well-designed protocol, to achieve
replicable findings, according to the positivistic approach concerned. Bobbitt argued that the time of
observation, instruction and appraisal was involved in schooling. Next is Werret Charters, Charters was
the key component of its activity-analysis approach in curriculum construction in the area of curriculum
development. The study of the behaviors concerned basically identifying discrete tasks or activities of
some social interaction. The resulting requirements are converted into program goals for the purposes of
the curriculum framework. Action measurement was viewed as a "scientific" approach to the creation of
curriculars, as quantifying individual behaviors was a criterion for selecting instructional targets. William
Kilpatrick the aim of the program is to improve, develop and develop children and social relationships for
him. The project approach in which the teacher and the students prepare together was also applied to
small- group engagement. It is also called the program focused on youth. To Harold Rugg, the definition
of the whole child's development, the role of social sciences and the importance of pre-programming.
Next is Hollis Caswell he is of the view that the subjects contribute to the desires and social roles of
students. The software is also a sequence of interactions. Learners need to read what they're learning.
Lastly Ralph Tyler, he argued that education should reflect on the needs and desires of pupils, with the
distinguishing aspect of curriculum creation as a science. The purpose of the program is to inform the
general public rather than the experts, and issues must be overcome in the process. The discussion of
exchange of information, qualifications and values between students is also scheduled. All in all, well-
known education theorists have almost identical viewpoints. They all agree that the program should be
based on learners – meeting students' desires and concerns. They have also made important contributions
to today's global education sector.

Name: Ma. Theresa T. Pucol Subject: Curriculum Development Time: 10:10 - 1:10 Reflection: #2

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