PME 810 Module 2 CURRICULUM PHILOSOPHY, CONCEPTIONS, DESIGN - - PowerPoint PPT Presentation

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Feb 10, 2023 636 likes •783 views

PME 810 Module 2 CURRICULUM PHILOSOPHY, CONCEPTIONS, DESIGN Yajing Xu & Ashley Bisson Humanistic Curriculum Social Reconstructionist Conceptions Skills, Technological Academic Curriculum Philosophy Perennialism Essentialism

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PME 810 Module 2 CURRICULUM PHILOSOPHY, CONCEPTIONS, DESIGN

Yajing Xu & Ashley Bisson

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Humanistic Social Reconstructionist Skills, Technological Academic

Curriculum Conceptions

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Curriculum Philosophy

Perennialism Essentialism Progressivism Reconstructionism

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Connection: Conception - Philosophy

Conception

Humanistic Social Reconstructionist Skills, Technological Academic

Philosophy

Perennialism (Realism) Essentialism (Idealism, Realism) Progressivism (Pragmatism) Reconstructionism (Pragmatism)

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How Do They Relate?

Perennialism

The Humanistic conception of curriculum focuses on developing the individual as a person. As Ornstein describes, with the Perennialism philosophy of curriculum, also referred to as a realism approach, the teacher’s role is to help the student think rationally, develop a student’s intellect and values (p. 105)

Essentialism

The Academic conception of curriculum is very much focused on developing a student’s knowledge, and focusing on the subject and academia being taught. The Essentialism philosophy of education focuses on the basics of education, the content, and the student’s ability to succeed in subjects (p. 105)

Progressivism

The Skills and Technological conception of curriculum focuses on the delivery of content and how educators can incorporate technology as the main delivery component. In addition, these conceptions of curriculum place an emphasis

n fostering student

development in regards to a technologically advancing society. The Progressivism focuses on current societal happenings (i.e.) technology) (p. 105)

Reconstructionism

The Social Reconstructionism conception of curriculum aims to develop students in such a way to advocate change for

society. The focus of curriculum

surrounds societal change. The Reconstructionism philosophy’s objective is to reconstruct society towards improvement (p.105)

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Curriculum Design

Subject-Centered

Designs subject designs, discipline designs, broad field designs, correlation designs, process designs

Learner-Centered

Designs child-centered designs, experience-centered designs, romantic/radical designs, humanistic designs.

Problem-Centered

Designs life situations, core designs, Social problem/ Reconstructionist designs.

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Sources of Curriculum Design

Science As A Source
Society As A Source
Moral Doctrine As A Source
Knowledge As A Source
The Learner As A Source

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Conceptual Framework

Horizontal Organization：

Blends curriculum elements

Vertical Organization:

Refers to the sequencing of curriculum elements

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Design Dimensions Considerations

Scope: a curriculum’s breadth and depth of content
Sequence: simple to complex, prerequisite, whole to part, chronological
Continuity: vertical repetition of curriculum components.
Integration: linking all types of knowledge and experiences contained within

the curriculum plan.

Balance: giving appropriate weight to each aspect of the

design

Articulation: the vertical and horizontal interrelatedness of various aspects of

the curriculum

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Connection: Conception - Curriculum Design

Conception

Humanistic Social Reconstructionist Technological Academic

Curriculum Design

Learner-Centered Design Subject-Centered Design Problem-Centered Design

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How Do They Relate?

Subject-Centered

Designs

Learner-Centered

Designs

Problem-Centered

Designs

The Humanistic conception of curriculum focuses on developing the individual as a person. Learner-centered designs suggested that students are the program’s focus The Social Reconstructionism conception

f curriculum aims to develop students in

such a way to advocate change for

society. The focus of curriculum

surrounds societal change. Problem-centered designs focuses on the real-life problems of individuals and

society. It is based on social issues and

places students within a social setting. The Academic conception of curriculum is very much focused on developing a student’s knowledge, and focusing on the subject and academia being taught. Subject-centered designs focuses on the knowledge and content. This designs suggests that content is central to schooling.

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Connection: Philosophy-Conception-Design

Curriculum Conceptions Philosophy Design

Humanistic Social Reconstructionist Technological Academic Learner-Centered Design Subject-Centered Design Problem-Centered Design Perennialism (Realism) Essentialism (Idealism, Realism) Progressivism (Pragmatism) Reconstructionism (Pragmatism)

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References:

Ornstein, A. C. (1990/1991). Philosophy as a basis for

curriculum decisions. The High School Journal, 74, 102-109.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum:

Foundations, principles, and issues (6 th ed.). Boston, MA:

Pearson. Read Chapter 6, pp. 149-173.
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five

preschool curricula—comparative perspective. International Journal of Early Childhood, 38(1), 11.

Sowell, E. J. (2005). Curriculum: An integrative introduction

(3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson