Report on Educational Philosophy and the Curriculum. it includes the different types of Curriculum, their definitions and interrelatedness to each other. Also talks about educational philosophies as integrated in curriculum development.

1. FOUNDATION OF
EDUCATION
Philosophy and the Curriculum
LORENJONE S. VALDEZ

2. OBJECTIVES:

3. PHILOSOPHY
AND
CURRICLUM
Framework for
broad issues
and task
Goals of
Education,
Subject
Content and
its
Organization
Experiences
and Activities
in school
The process
of teaching
learning
“Philosophy has entered into
every important decision that
has ever been made about
Curriculum and teaching in the
past and will continue to be the
basis of every important
decision in the future . . . . There
is rarely a moment in a school
day when a teacher is not
confronted with occasions
where philosophy is a vital part
of action.”
Thomas Hopkins (1941)

4. ENDS
Facts, Concepts ,
and principles of the
knowledge or
behaviour learned
MEANS
Processes and
methods which reflect
philosophical choices
AIMS
Statement of value
based on
philosophical belief.
Philosophy becomes the criterion for determining the:

5. “Education is the laboratory in
which philosophic distinction
become concrete and tested”
•-John Dewey
“The educational and social philosophy
to which the school is committed can
serve as the first screen for developing
the social program”
•-Ralph Tyler
Education is growth and the focal point for the
individual as well as society: it is a never ending
process of life, and the more refined the guiding
philosophy the better the quality of educational
process .

7. Curriculum Guide- a written statement of objectives,
content and activities to be used with a
particular subject at a specified grade level.
.Curriculum Management Planning- a systematic
method of planning for change. It is achieve through
series of evaluation (formative), student/ teacher
conference, curriculum monitoring and
departmental meeting.
Performance Objective- targeted outcome measures
for evaluating the learning of particular process
based skills and knowledge.

8. When teachers and
learners only conceive of
curriculum as a
“document”, we might as
well pack up and go
home (these words are a
“rough translation” of what
Aristotle said). A real,
breathing curriculum is
one that teachers and
learners see as an “on-
going process of
questioning” of what
ought to happen and an
“on-going process of
problem-solving” with
regards how to make that
happen “in practice”.

9. TRADITIONAL PHILOSOPHY CONTEMPORARY PHILOSOPHY
 Curriculum is composed of 3R’s as well as
liberal studies or essential academic subjects.
 Education is viewed as instruction; mind is
disciplined and filled with knowledge.
 Emphasis on cognitive learning/ acquiring
knowledge.
 Subject matter for its own importance.
 Teacher is an authority on subject matter.
 Values are fixed, absolute, and/ or universal.
 Composed of 3 R’s, as well as skills and
concepts in Arts, Sciences, and Vocational
studies.
 Creative self learning; active process in which
learner reconstructs knowledge.
 Whole child learning/ giving meaning to
experience.
 Medium for teaching skills, attitudes and
intellectual process.
 Teacher is a guide for inquiry and change
agent.
 Changeable, subjective and or relative.

10. •FORMAL CURRICULUM- The formal curriculum is what
will be found in in teachers lesson plan. It usually appear in state regulations,
curriculum guides, or officially sanctioned scope and sequence chart.
• INFORMAL CURRICULUM- Curriculum that contains
those things that are unplanned and spontaneous.

11. Repeat the subject
of study at different
grade levels. Each
time at higher level
of difficulty and in
greater depth.

12. Defined as what we teach but never actually say.
Often thought to be the same as informal but is different.
How student are viewed by self and others: self worth.
Influence not only what and how they learn, but later station in
life.
Perpetuates inequality.

13. INTEGRATED CURRICULUM
Students past
experiences
Students and
school
space(classrooms
and media center)
Students interest
with subject matter
Variation of age
group/ students
home and school
life
Lives of the
teachers with that
of the learners

14. –

15. • Exclusive focus on the subject matters or
topics (driven by standards and textbooks).Content
• Mechanical layout of curriculum matters.
Planned Activities
• Brings all students in a race course without
considering where they begin, but watching
at where they end.
Intended Learning
Outcomes

16. • To reproduce salient knowledge and
values for succeeding generation.
Cultural
Reproduction
• Curriculum as personal experience and
growth as exceptionally flexible.Experience
• Idea of banking curriculum in which
teacher invest their knowledge to the
students.
Discrete Task

17. •School should not remain just
passive follower of social practice
but should be an agent for social
reconstruction.
Social
Reconstruction
•Students are encourage to
reconceptualise their individual
differences and set goal for
themselves.
Currere

18. The curriculum as content and
curriculum as planned activities based
upon fundamental social values,
norms and practices.
To teach the
truth that is the
same
everywhere,
every time, and
for everyone.

19. The curriculum emphasis is on high
academic standards.
The curriculum is viewed as a list of
content or a list of planned activities.
Mastery of
basic skills and
moral
knowledge reading Writing computing

20. Students should be involved with real
problems so that they gain ownership
to the problem and how they solve it.
Students as creative and critical
thinkers.
Teachers’ role is as a facilitator
Focuses on
personal
experience,
children’s interest,
and their needs
(multidimensional
development).

21. Focuses on social ills and
intends to change the social
structures in order to mitigate
contemporary social problems.
Education should facilitate the
new social order with more just
and equity at the local, national
and global context.
Understanding
social issues and
preparing them
for combating
those issues.

22. If post modernism emerge it
well center around the
concept of self organization.
The curriculum itself grows
changing the participants as
well as the educational
landscape as it grows.
Encourage
diversity, multiple
perspective, and
exploration

23. PRAGMATISM
For Pragmatists, teaching methods focus on hands-on problem
solving, experimenting, and projects, often having students
work in groups.
Curriculum should bring the disciplines together to focus
on solving problems in an interdisciplinary way.
Pragmatists believe that learners should apply their knowledge to real
situations through experimental inquiry.

24. REFERENCES
Dr. Nicasio A. Manantan, Historical and Philosophical Foundation, p. 34-37
Allan C. Ornstein, Philosophy As a Basis for Curriculum, p. 5-11
Sbelbase@uwyo.edu-Philosophical Foundation for Curriculum Decision
http://oregonstate.edu/instruct/ed416/PP2.html