(2PROF ED 06) Group Work 2 - Foundations of the Curriculum

OVII- BECED
Angel Anne I. Fernandez
Ranierose V. Dela Cruz
Keisha P. Capulan
Ma. Erica D. Recla

Philosophical Foundations of the Curriculum Matrix

Schools of Thought Proponents Salient Points Influence on the Curriculum Actual Classroom Application

Perennialism Ecclesiastic A Focus on Enduring Truths  It advocates for a core  Characterized by a structured
Perennialism:  The Existence of Universal curriculum that emphasize and teacher centered
St. Thomas Aquinas Truths: Perennialists believe the study of timeless approach.
that there are timeless truths principles and ideas, often  Teacher acts as a guides,
Lay (Secular) and principles that transcend through the lens of classic facilitating critical thinking and
Perennialism: time and culture. These works. intellectual exploration
Robert M. Hutchins, truths, often found in through lectures, discussions,
Mortimer J. Adle, classical works, provide a and the Socratic method.
and Allan Bloom framework for  Socratic Seminar
understanding the human  Focus on Intellectual
condition and navigating the development rather that on
complexities of life.The catering to individual interest
Importance of Intellectual or experience.
Development
 The Importance of
Intellectual
Development: Perennialists
emphasize the cultivation of
 the intellect as the primary
goal of education. They
believe that students should
be trained to think critically,
analyze complex ideas, and
engage in reasoned
discourse.
 The Value of the Great
Books: Perennialists
advocate for the study of
classic works of literature,
philosophy, and history,
arguing that these texts
provide a rich source of
enduring ideas and insights.
 The Role of the Teacher as
Guide: Perennialists view the
teacher as an authority
figure, responsible for
guiding students through the
exploration of timeless
truths. They emphasize the
importance of structured
instruction, lectures, and the
Socratic method to facilitate
critical thinking and
intellectual engagement.
Essentialism William Bagley A Focus on Fundamental  Essentialist curriculum is  The essentialist classroom is
E.D. Hirsch Jr.  A Core of Essential structured around a common characterized by a structured
Knowledge: Essentialists core of essential knowledge, and teacher-directed
 believe there is a common with a strong emphasis on environment.
body of knowledge that all traditional subjects.  Teachers play a central role in
students should learn,  It prioritizes the mastery of planning lessons, delivering
encompassing traditional fundamental skills and instruction, and assessing
subjects like reading, writing, concepts, often through a student learning.
mathematics, science, sequential and structured  It involves instructional
history, and geography. approach. methods including : Lectures,
 Hard Work and Mental Recitations, Discussions,
Discipline: Essentialists Socratic Dialogues, Homework
emphasize the importance of and Assignments,
hard work, mental discipline,  The essentialist classroom
and the development of emphasizes mastery learning,
intellectual skills. They where students are expected
believe that students should to demonstrate a high level of
be challenged to think understanding of core
critically, analyze concepts before moving on to
information, and master core new material.
concepts.
 Teacher-Centered
Instruction: Essentialism
advocates for a teacher-
centered approach to
education, where the
teacher acts as an authority
figure, responsible for
planning, delivering, and
assessing instruction.
Progressivism John Dewey - A Focus on Individual Learner  The progressive curriculum is  The progressive classroom is a
experiential learning.  Child-Centered designed to be relevant to dynamic and student-
Learning: Progressivists students' lives and interests. centered environment.
Francis Parker, who believe that education  It emphasizes interdisciplinary  Teachers act as facilitators,
advocated for a should be centered on the learning, where students guiding students through the
child-centered needs, interests, and abilities make connections between learning process and fostering
approach to of the individual learner. different subjects, and critical thinking.
education. They reject the notion of a project-based learning, where  Key features of a progressive
one-size-fits-all approach students work on real-world classroom include:Flexible
Ella Flagg Young, and emphasize the projects that apply their Seating Arrangements,
who championed importance of personalized knowledge and skills. Learning Centers, Technology
the development of instruction.  The focus is on active Integration.
a curriculum that  Experiential learning, that may involve:
was relevant to Learning: Progressivists Inquiry-based Learning,
students' lives. advocate for hands-on Project-based Learning,
learning, where students Collaborative Learning.
engage in activities that
allow them to explore
concepts and develop skills
through direct experience.
 Problem-Solving and Critical
Thinking: Progressivists
believe that education
should equip students with
the skills necessary to solve
problems and think critically.
They emphasize the
importance of inquiry-based
learning, where students
investigate questions and
develop their own solutions.
 Social
Responsibility: Progressivists
believe that education
 should prepare students to
be active and responsible
citizens. They emphasize the
importance of developing
social skills, fostering
empathy, and promoting
democratic values.
Reconstructionism George Counts and A Focus on Social Transformation  The reconstructionist  The reconstructionist
Theodore Brameld  Social Change as a curriculum is designed to be classroom is a dynamic and
Goal: Reconstructionists socially relevant and action- participatory environment
believe that education oriented. where students are
should be a force for positive  It includes the topic about encouraged to: Question and
social change. They aim to Social Justice, Civic Analyze, Take Action,
address issues like poverty, Engagement, Global Issues. Collaborate and Engage.
inequality, discrimination,
and environmental
degradation through
education.
 Critical Thinking and
Inquiry: Reconstructionists
emphasize the importance of
critical thinking and inquiry.
They believe that students
should be encouraged to
question the status quo,
analyze social and political
issues, and develop their
own informed opinions.
 Active
Citizenship: Reconstructionis
 ts believe that education
should prepare students to
be active and engaged
citizens. They encourage
students to participate in
civic activities, advocate for
social change, and work
towards a more just and
equitable society.
 Interdisciplinary
Approach: Reconstructionists
advocate for an
interdisciplinary approach to
education, where students
explore social issues from
multiple perspectives. They
believe that this holistic
understanding is essential for
developing effective
solutions.

Psychological Foundations of the Curriculum Matrix

 Schools of Thought Proponents Salient Points Influence on the Curriculum Actual Classroom Application

Behaviorism John B. Watson  Behaviorism focuses on  Behaviorism creates a  Behaviorism: A teacher uses
B.F. Skinner learning through visible curriculum with clear goals, positive reinforcement, like
Ivan Pavlov changes in behavior, focusing on repetition and praise or rewards, when
influenced by rewards and practice to make sure students correctly answer
punishments, with the students learn specific skills questions or complete
environment playing a key assignments. For example,
role in shaping actions. giving stickers for good
behavior or correct answers to
encourage repetition of that
behavior.

Cognitivism Jean Piaget  Cognitivism emphasizes the  Cognitivism designs a  Cognitivism: A teacher helps
Jerome Bruner mental processes of thinking curriculum that helps students students connect new
Albert Bandura and understanding, where think and understand better, information to what they
we organize information in using activities that build on already know, using tools like
our minds to make sense of what they already know. mind maps or graphic
it, actively engaging with organizers. For example, a
new ideas. teacher might review past
lessons before introducing a
new topic to help students
build on their existing
knowledge.

Constructivism Lev Vygotsky  Constructivism views  Constructivism leads to a  Constructivism: A teacher

Jean Piaget learning as building curriculum where students encourages hands-on
Jerome Bruner knowledge from learn by doing and exploring, activities and group work
experiences, connecting new allowing them to build where students explore topics
 information with what we knowledge from their own and discover solutions on their
already know, and often experiences. own. For example, students
involving social interaction. might work together on a
science experiment, discussing
and testing their ideas.

Humanism Abraham Maslow  Humanism centers on  Humanism shapes a  Humanism: A teacher creates
Carl Rogers personal growth, focusing on curriculum that focuses on the a supportive environment,
Malcolm Knowles individual needs and whole person, encouraging focusing on each student’s
potential, with emotions and personal growth, creativity, interests and emotional well-
motivation being key to the and learning that suits each being. For example, allowing
learning process. student’s needs. students to choose projects
that interest them and
providing opportunities for
self-reflection and personal
growth.