Maridel S.

Orit
BSEd 18/30

PROF ED 3 – Curriculum Development

1. Contrast the Philosophical beliefs of Perennialism, Essentialism, Progressicism, and

Perennialism is a normative educational philosophy believe that one should teach the things
that are of everlasting pertinence to all people everywhere, and that the emphasis should be on
principles, not facts. Since people are human, one should teach first about humans, rather than
machines or techniques and liberal rather than vocational topics. Perennialism may appear
similar to essentialism, perennialism focuses first on personal development, while essentialism
focuses first on essential skills. Essentialism also is an educational philosophy whose
adherents believe that children should learn the traditional basic subjects thoroughly and aim to in
still students with the "essentials" of academic knowledge, enacting a back-to-basics approach.
Progressivism in the other hand is an educational movement started by John Dewey that says
that students learn through their own experiences. It revolves around the students' needs,
including teaching students to be good citizens as well as good learners. And the
reconstructivism is a philosophical theory holding that societies should continually reform themselves
in order to establish more perfect governments or social networks. This ideology involves
recombining or recontextualizing the ideas arrived by the philosophy of deconstruction, in which an
existing system or medium is broken into its smallest meaningful elements and in which these
elements are used to build a new system or medium free from the structures of the original.

2. Mention the educational and psychological proponent of Psychological Foundation and their
significant contribution.

Jean Piaget was a Swiss clinical psychologist known for his pioneering work in child
development. Piaget's theory of cognitive development and epistemological view are together
called "genetic epistemology". He placed great importance on the education of children. As the
Director of the International Bureau of Education, he declared in 1934 that "only education is
capable of saving our societies from possible collapse, whether violent, or gradual." His theory
of child development is studied in pre-service education programs. Educators continue to
incorporate constructivist-based strategies.
B. F. Skinner was one of the most influential of American psychologists. A behaviorist,
he developed the theory of operant conditioning the idea that behavior is determined by its
consequences, be they reinforcements or punishments, which make it more or less likely that
the behavior will occur again. Skinner believed that the only scientific approach to psychology
was one that studied behaviors, not internal (subjective) mental processes.

3. Trace the Historical Foundation of Curriculum.

1. Pre-Spanish Practical Training – satisfy basic needs and to transmit social ideas, beliefs and
traditions broad/not written reading and writing-study of Koran.
2. Spanish Learning of the Christian Doctrine Parochial Schools/Vernacular.
3. American Public school system 3Rs GMRC Hygiene and Sanitation English Instruction.
4. Commonwealth Development of moral character Personal Discipline Vocational efficiency
Filipino as medium Elementary (6 years) age 7 double single sessions Filipino subject
introduced.
5. Japanese Prosperity sphere educational objective diffusion of Elementary education
Promotion of vocational education Termination of the use of English as medium of instruction
Third Republic1935 situation;
a. New society National Development goals Manpower Training High Level Profession
self-actualization Bilingual Education Policy Development of moral character, self-discipline,
scientific efficiency, love of country, good citizenship.
b. Fourth Republic Right of all citizen to quality education teaching of values emphasis
on the basic in the new elementary and secondary schools curriculum.
 It refers the educational focus prevalent during a particular period or event in the
Philippine history.
 The focus could be made basis or model curriculum development of recent years.

4. Discuss how curriculum address Cultural Diversity?

Curriculum address cultural diversity through teacher attitudes and beliefs about cultural,
ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and
classroom instruction; centering culture and difference in the teaching process; and establishing
pedagogical connections between culturally responsive teaching and subjects and skills
routinely taught in schools. To recognizes and respects the presence of all diverse groups in an
organization or society, acknowledges and values their socio-cultural differences,
and encourages and enables their continued contribution within an inclusive cultural context
which empowers all within the organization or society.
In addition, through curriculum cultural diversity helps us recognize and respect “ways of
being” that are not necessarily our own, so that as we interact with others we can build bridges
to trust, respect, and understanding across cultures. Furthermore, this diversity makes our
country a more interesting place to live, as people from diverse cultures contribute language
skills, new ways of thinking, new knowledge, and different experiences.
 A. Behaviorism
Education in the 20th century was dominated by behaviorism. The mastery of the
subject matter is given more emphasis. So, learning is organized in a step-by-step
process. The use of drills and repetition are common. For this reason, many educational
psychologists viewed it mechanical and routine.
B. Cognitivism
Cognitive theorists focus on how individuals process information, monitor and
manage their thinking. With their beliefs, they promote the development of problem-
solving and thinking skills and popularize the use of reflective thinking, creative thinking,
natural thinking, and discovery learning.
C. Humanism
In this theory, curriculum is after the process, not the product; focuses on
personal needs, not on the subject matter; and clarifying psychological meanings and
environmental situations. In short, curriculum views founded on humanism suggests that
learners are human beings who are affected by their biology, culture, and environment.
Teachers don’t only educate the minds, but the hearts as well.
D. Sociology and Curriculum
There is a mutual and encompassing relationship between society and
curriculum because the school exists within the societal context. Though schools are
formal institutions that educate the people, there are other units of society that educate
or influence the way people think, such as families and friends as well as communities.
Since the society is dynamic, there are many developments which are difficult to cope
with and to adjust to. But the schools are made to address and understand the changes
not only in one’s country but in the world as well.
Therefore, schools must be relevant by making its curriculum more innovative
and interdisciplinary. A curriculum that can address the diversities of global learners, the
explosion of knowledge through the internet, and the educational reforms and policies
recommended or mandated by the nations. However, it is also imperative that a country
must have maintained a curriculum that reflects and preserves its culture and aspirations
for national identity. No matter how far people go, it is the country’s responsibility to
ensure that the school serves its purpose of educating the citizenry.

Albert Bandura became the best-known advocate of social learning theory. He postulates that
one learns with other people in the social environment in which he lives. He stresses the
process of learning through observation learning and vicarious conditioning. Observational
learning- learning by watching or observing other people’s behavior. Vicarious conditioning-
learning by way of seeing directly or by hiring about consequences as a result of other people’s
action. Four Learning Mechanisms in Obsevational Learning: • Attention • Retention • Motivation
• Reinforcement

John Broadus Watson was an American psychologist who established the psychological
school of behaviorism. Watson promoted a change in psychology through his
address Psychology as the Behaviorist Views it, which was given at Columbia University in
1913. Through his behaviorist approach, Watson conducted research on animal behavior, child
rearing, and advertising. In addition, he conducted the controversial "Little Albert" experiment
and the Kerplunk experiment. Watson popularized the use of the scientific theory with
behaviorism. He was also editor of Psychological Review from 1910 to 1915. A Review of
General Psychology survey, published in 2002, ranked Watson as the 17th most cited
psychologist of the 20th century.