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There are many definitions associated to the curriculum, as the curriculum as a field of study has
been characterized as elusive, fragmentary, and confusing, ergo it is a dynamic field (Hunkins, 2018), or even a “Plan for achieving goals” (Taba and Tyler, 1962), no matter as complicated as it may sound, a curriculum is the blueprint, guide and goal system, and of an entire school and/or academic institution, and a school would not survive without a curriculum, as the curriculum supports, dictates, and ultimately contains all the necessary information needed for any university, academic institution, or school to function properly as the curriculum houses the core philosophy that the university follows and aims to impress upon its students, which subjects to teach to its constituents, and every needed component such as the vision and mission, the goals and objectives, and what plan is needed to follow as well as the steps that should be taken in order to achieve successful learning for the students which is coordinated and in line with the school philosophy, and core principles. Following this, then the Curriculum can be likened to the backbone, or spinal column of vertebrates. By basic definition, a backbone or spinal cord is the primary system that aids the whole body to stand, sit, walk and do everyday tasks, therefore following this definition, an analogy could be easily formed. If the school is a human body, then the curriculum is none other than the backbone, or the spinal column, given that the school curriculum is the main support of the entire school, and just like the backbone, it is the framework that allows the academic institution to properly function. As curriculum can be defined broadly as dealing with the learner’s experiences, another reason that the curriculum is similar to the backbone of the human body is that it holds the subjects, and lessons that the university aims to impart and teach to its students, it carries the plans associated towards the facilitation of the said learning, the objectives that are needed to be met in order to secure that knowledge takes place even in events that are not stated in the curriculum, this also goes with the vision that the university sees, and the mission that it perceives to accomplish that the university directs, and points in, and lastly, the imperative steps that to ensure that these plans, goals, and achievements are met. The main purpose of the spinal cord protection, which is similar to one of the fundamental purposes of the curriculum-security. The curriculum offers security not in a strict sense, but towards a secured paths, guides, and blueprints that make sure everything goes and flows smoothly, and according to plan. Not only that, but also the spinal cord transmits and carries thousands of nerves that carry information and stimuli to the brain, which is in another sense comparably to the curriculum as the school has teachers, instructors, and educators, that act as nerves to convey knowledge. These are only a specific metaphor, however there are multiple metaphors that can be likened to the curriculum, and these are only few reasons as to why the curriculum, is the backbone.
References: Hunkins, F. P., & Ornstein, A. C. (2018). Curriculum: Foundations, principles and issues. Harlow etc.: Pearson. 7th ed Jackson, M. J. B., and Simpson D. J. (2003). John Dewey's View of the Curriculum in The Child and the Curriculum. Education and Culture. Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World. Tyler, R. W. (1949/1969). Basic Principles of Curriculum and Instruction. The University of Chicago Press. Chicago & London.
