Theory Into Practice

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Curriculum theory: Meaning, development, and

George A. Beauchamp

To cite this article: George A. Beauchamp (1982) Curriculum theory: Meaning, development, and
use, Theory Into Practice, 21:1, 23-27, DOI: 10.1080/00405848209542976

To link to this article: https://doi.org/10.1080/00405848209542976

Published online: 05 Nov 2009.

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Curriculum Theory: Meaning,

My commission in writing this article was to re- In setting forth his definition of theory, Kerlinger
spond to three questions: 1) What is curriculum stated:
theory? 2) How do we get one? and 3) What is its
function? In the following sections, I shall treat each A theory is a set of interrelated constructs (con-
of the questions as specifically as I can, hoping the cepts), definitions, and propositions that pre-
reader will understand that a full-treatment re- sent a systematic view of phenomena by
sponse would demand much more space than that specifying relations among variables, with the
allowed in a journal article. purpose of explaining and predicting the
phenomena. (1973, p. 9).
What Is Curriculum Theory?
It seems to me that in its most simple form a theory
To respond adequately to the question, "What is may be construed as an organized explanation for
a curriculum theory?" one is forced to search out an observed set of events, or phenomena, that de-
meanings for the concept "theory" as it is used mand explanation, but immediately one is con-
technically by scholars who have seriously ad- fronted with the meanings to be associated with
dressed themselves to that subject. Two or three explanation. The idea of explanation is interpretable
frequently quoted definitions of theory will illustrate in two ways. One is to give an account of something;
the basic meanings associated with the concept. the other is to account for something. For example,
Feigl, for example, stated: "I propose to define a when theorists are defining or describing
'theory' as a set of assumptions from which can be phenomena in their theories, they are giving an ac-
derived by purely logico-mathematical procedures, count of those phenomena. When they are establish-
a larger set of empirical laws." (1951, p. 182). Rose ing predictive relationships among variables, they
defined theory as follows: are accounting for those phenomena. We will say
more about this in the section on theory building
A theory may be defined as an integrated body processes.
of definitions, assumptions, and general prop- Theory literature is full of discussions about
ositions covering a given subject matter from such explanatory constructs as axioms, theorems,
which a comprehensive and consistent set of postulates, laws, generalizations, and propositions.
specific and testable hypotheses can be de- Among these terms, the term "proposition" seems
duced logically. (1953, p. 52). to be accepted as the more general one that encom-
passes all types of theoretical expression, and it also
appears to be the most useful type of statement to be
George A. Beauchamp is professor emeritus of education generated by theorists in early theoretical develop-
at Northwestern University. ments. This is the generalized term I shall use
throughout the remainder of this writing. scholars in the curriculum field should search for
We can translate the generalized notion of accepted meanings to be associated with a cur-
theory as described above into a construct for cur- riculum as a basic concept; others would follow in a
riculum theory. We may say that a curriculum theory natural course of events.
is a set of related statements, or propositions, that
gives meaning to the phenomena related to the con- How One Develops a Theory
cept of a curriculum, its development, its use, and its
evaluation. Several assumptions lie behind this de- Now let us turn to some of the ways and means
finition. First, it assumes that there can exist a thing of developing curriculum theories. My orientation to
that may be called a curriculum, and that a cur- theory development is from the perspective of those
riculum represents the substantive dimension of the in the philosophy of science who have addressed
curriculum field. Second, it assumes that cur- themselves to the subject of theory building. That
riculum development (or planning), curriculum im- orientation has been used by theorists in both the
plementation (use), and curriculum evaluation rep- sciences and the social sciences. It is recognized
resent the process dimension of the curriculum that theory development in the sciences has been
field. Third, it assumes that both the substantive more rigorous and technical perhaps than have de-
dimension and the process dimension of the cur- velopments in the social sciences primarily because
riculum field must be explained by any curriculum it has been possible to bring phenomena in the sci-
theory that is to be formulated. Fourth, it assumes ences under greater control, and therefore, to be
that we can and should distinguish between cur- able to specify and develop statements such as
riculum and instruction for theory building pur- axioms, theorems, and laws with greater mathemat-
poses. ical precision. Because of complexities inherent in
This all sounds relatively simple until one social science phenomena, social science theorists
realizes the lack of substantive agreement among have tended to render their explanations in the more
curriculum scholars about meanings to be associ- verbal forms of propositions and generalizations.
ated with a curriculum. The fact is that the cur- The essential processes in theory building from this
riculum field suffers severely from definitional prob- perspective include: definition of technical terms,
lems associated with the identification of and mean- application of criticism and logic, and the genera-
ings to be associated with basic constructs and tion of inferences and predictions through research
concepts in the field. The problem has had a de- efforts. More specifically, it is the job of theorists to
bilitating effect upon communication about cur- identify and describe t h e s e t of events, or
riculum in general and theory building in particular. phenomena, with which they are concerned in their
Of course, any would-be curriculum theorists have work. They then must attack the more complicated
the right to their own definitional structures in cur- problems of searching out relationships among the
riculum theorizing under the assumption that differ- phenomena and relationships among the relation-
ences may be instrumental in slightly different ships. Relationships may be simply associative; they
theories being developed. But curriculum theories may be predictive; or they may be causal. Much
ought to deal with explanations having to do with depends upon the degree of sophistication of the
curriculum phenomena, and there ought to be cer- theoretical work as to whether statements will
tain basic concepts in curriculum phenomena that achieve the status of axioms, theorems, laws, and so
have universally accepted meanings by scholars in forth; otherwise, the more general propositional
the field. statements will emerge.
In my own thinking, there are three legitimate Theory building in the field of curriculum is in
uses of the word curriculum. One is to speak of a somewhat of a shambles. Despite the amount of
curriculum which is a document prepared for pur- writing and talk about curriculum theory that has
poses of describing the goals and the scope and been put forth in the last two decades, there are no
sequence of culture content selected for purposes extant curriculum theories to which we can look for
of attaining the selected goals. A second is to speak models. The paucity of knowledge in the curriculum
of a curriculum system which has as its purposes the field is a serious drawback for aspirant theorists. As
development of a curriculum, the organized im- a result of these conditions, curriculum theorists
plementation of that curriculum, and the organized must begin with the most fundamental of the theory
evaluation of that curriculum. A third is to speak of building processes, among which are the estab-
curriculum as a field of study. Now the key notion in lishment of definitions for technical terms to be used
all of these usages isa curriculum. It is my belief that in the theory, the preparation of descriptions for
24 Theory Into Practice
basic constructs and processes, and the conduct of become the axioms of the theory being developed.
research designed to aid in making inferences and The following examples of definitional propositions
predictions about relationships among the iden- are taken from my position:
tified phenomena. In other words, the best we can
do is to identify our phenomena, describe them, and A curriculum is a written plan depicting the
search for relationships among them. scope and arrangement of the projected educa-
An alternative for those interested in curriculum tional program for a school.
theorizing would be to work at the level of sub- Curriculum design is the substance and or-
theory development. I have previously mentioned ganization of goals and culture content so ar-
that in my judgment there are two dimensions of the ranged as to reveal potential progression
curriculum field — the substantive dimension and through levels of schooling.
the process dimension. The substantive dimension A curriculum system is a system for deci-
may be classed as the area of curriculum design. sion making and action with respect to the three
The area of curriculum design involves all of the primary curriculum functions: planning, im-
potential choices forthe selection of culture content plementing, and evaluating. (Beauchamp, 1981,
to be incorporated in the curriculum, alternative p. 206).
ways of organizing that culture content, and other
supporting information such as alternatives in goal Normative or descriptive propositions tend to
statements and/or use statements. The process di- be extensions of definitional propositions in that
mension may be classed as the area of curriculum they describe, or set norms, for conditions sur-
engineering. The area of curriculum engineering in- rounding many of the concepts and constructs that
volves the processes of curriculum planning, im- have been defined. Some would be tempted to claim
plementing, and evaluating and including the prob- that the normative or descriptive propositions are
lems of leadership and role behaviors. In spite of the theorems that are derived from the axioms. Norma-
fact that I would insist that a curriculum theory tive or descriptive propositions are assumed to be
should explain both dimensions, there is plenty of true, but they are not necessarily untestable. They
theoretical work to be done in either curriculum may be factual or prescriptive. Great differences
design or engineering. may occur among theorists in the expression of
In my own work in curriculum theorizing, I have normative propositions because this type of propo-
decided that for the time being, at least, the best we sition can be highly volatile due to the "ought to"
can do is to search out explanatory propositions characteristic of so many of them and because of
befitting curriculum phenomena. Please keep in differences in basic points of view held by the differ-
mind here that I am using the term proposition as a ent theorists. The following are examples:
general theory expression to avoid claiming to as-
sert some of the explanatory terms utilized by the A curriculum is the basic environmental
more mathematically oriented theoreticians. Even structure from which teachers are to develop
so, one cannot avoid creating propositions that teaching strategies for specific classroom
serve different purposes in one's theory. Con- groups.
sequently, I am at the moment convinced that
would-be curriculum theorists could profitably Optimally, a curriculum should contain four
spend their time developing three classes of propo- parts: 1) a statement of intention for use of the
sition: 1) definitional or axiomatic propositions, 2) document as a guiding force for planning in-
normative or descriptive propositions, and 3) pre- structional strategies, 2) statements outlining
dictive or relationship propositions. I have de- the goals for the school(s) for which the cur-
veloped this proposal in much greater detail than I riculum was designed, 3) a body of culture con-
can present here (Beauchamp, 1981); therefore, tent that has the potential for the realization of
what follows is considerably abbreviated. the goals, and 4) a statement of an evaluation
Definitional propositions are assumed to be scheme for determining the worth and the effec-
true, and they are inherently untestable. There are tiveness of the curriculum and the curriculum
two principal reasons for establishing definitions for system.
the basic terms to be used in a theory. The defini- A curriculum system, as one of several sys-
tions box in the field conceptually, and they provide tems of schooling, provides a framework for the
a consistent language framework for further theory planning, implementing, and evaluating of the
development. Furthermore, the definitions tend to curriculum. (Beauchamp, 1981, pp. 209-210).
Volume XXI, Number 1 25
 Predictive or relationship propositions are quite the basic functions of theories in general because
different from the first mentioned two. Here very they must serve in the case of curriculum theory if in
little is assumed, and truth is sought by testable fact theory it is to be. Throughout this writing, I have
means. These propositions may express a known consistently held that it is a function of theory to
correlative relationship among two or more vari- explain phenomena that demand explanation in the
ables; they may express predictive or causal rela- judgment of the theorist. Explanation may involve
tionships; or they may represent chain sets of pre- definition, description, and prediction. Thus, theory
dictive relationships. The propositions stem from functions as a device to organize and classify
the generalizations of the research of the theorist or knowledge, and it unifies the phenomena being
from the research of others. Normally, theorists who examined. Gowin has suggested that we look at
are at this stage of their work are deeply engaged in what theory does for the researcher. In this case,
the conduct of their own theory-oriented research theory helps the researcher to analyze data, to
simply because true theorists are motivated to seek summarize, and to suggest new things to do. In
out this type of explanation for curriculum other words, the theory is an aid to thinking and
phenomena. Such research processes not only aid further work. (1963, p. 8). But we must not overlook
in the development of theory; they also are essential the fact that theory development does not serve
for the advancement of knowledge in the curriculum theorists alone; the presentation of theoretical posi-
field. The following are examples of predictive or tions is a means of communicating with others who
relationship propositions: are not theoreticians. These may be students of the
field of inquiry or, as in the case of practicing
If the arena for planning and implementing
educators, people who must seek better ways to
the curriculum are the same, curriculum en-
organize and direct their practices.
gineering is markedly facilitated.
Now we can turn to some of the more obvious
If planning groups include the classroom
and specific functions of curriculum theory. It may
teachers who must use the curriculum, im-
be necessary to be somewhat repetitious, but let us
plementation is greatly facilitated.
take a brief look at some functions of theory for the
A reciprocal relationship exists between curriculum theorist, forthe curriculum field, and for
the selection of people to be involved in cur- curriculum practitioners.
riculum planning and the choice of the arena Theory-building processes function for cur-
within which the curriculum is to be utilized. riculum theorists as guides for their work. I can think
(Beauchamp, 1981, p. 212) of no group of aspirant theorists who would profit so
In this section, I have offered the suggestion much from the disciplined guides implied by the
that one way for curriculum theorists to proceed theory processes of definition, description, and pre-
with theory-building work is to develop three types diction. Much of the work involved in definition and
of propositions: 1) definitional propositions that description makes use of logical analysis focused
tend to be axiomatic to the theory, 2) normative or upon identified concepts and constructs in the field
descriptive propositions, and 3) predictive or rela- of curriculum. But when it comes to seeking out
tionship propositions. To illustrate the suggestion relationships or predictions, the theorist virtually is
further, examples of propositions of the three pro- forced to become a theory-oriented researcher. In
posed types were taken from my own position as it this case, the theory is leading the theorist in the
has developed thus far. Other theorists undoubtedly advancement of knowledge in the field. We can thus
will come up with propositions quite different from see that a function of curriculum theory would be to
the ones stated here. At this moment in time, the serve as a directive force for curriculum theorists in
differences should be of no concern to curriculum the advancement of knowledge in the curriculum
scholars. We must and should live with such differ- field, and curriculum theorists should not overlook
ences, but my concern is that the differences be- the organizing power of curriculum theory for their
come highlighted in organized theoretical struc- thinking and work.
tures. Then we can deal with them in more rational The further development of curriculum theory
ways than we have been doing. would serve the field of curriculum by improving
communication among potential and existing
Functions of Curriculum Theory scholars in the field. The combination of diverse
viewpoints and the paucity of knowledge in the cur-
Before turning to the unique functions of cur- riculum field is a retardant to communication within
riculum theory, we should be reminded of some of the field. More systematic theory development as I
26 Theory Into Practice
have been discussing it herein would present more respect to courses of action. My hunch is that if the
organized and more direct information to both relevant knowledge, assumptions, and definitions
people within and withoutthe curriculum field. Cur- were presented in the organized format of theories,
riculum theory development would function as a the same result would not occur. Theory in this case
material aid to professors of curriculum courses in would become a directive force for the efforts of
colleges and universities. The simple reason is that practitioners.
the more organized the knowledge and points of
view in the field are, the greater the pleasure of References
teaching and learning. Naturally, curriculum theory
developers would derive more pleasure and satis- Beauchamp, George A. Curriculum theory, (4th ed.) Itasca,
faction from their work. Ill.: F. E. Peacock Publishers, 1981.
Feigl, Herbert. Principles and problems of theory construc-
Well developed curriculum theories could func- tion in psychology. In Current trends in psychological
tion as directive forces for those practitioners in theory. Pittsburgh: University of Pittsburgh Press,
schools and school systems who must plan, use, 1951.
and evaluate curricula in their own school settings. Gowin, D. B. Can educational theory guide practice? Edu-
One could speculate that if a group of practitioners cational Theory, 13, January 1963, 6-12.
Kerlihger, Fred N. Foundations of behavioral research (2d.
were to seek consultation from three randomly ed.) New York: Holt, Rinehart, & Winston, 1973.
selected textbooks on curriculum, they would Rose, Arnold M. Generalizations in the social sciences.
emerge from the activity in a confused state with American Journal of Sociology, 59, August 1953, 52.

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