MODULE 5- FOUNDATIONS OF CURRICULUM DEVELOPMENT

Introduction
In the study of curriculum development, it is vital to trace its
philosophical, psychological, sociological and historical foundations. This
spectrum of foundations will shed light on the educational orientation of each
curriculum and will give a clear direction on the expected outcomes of it.

Learning Objectives
1. Explain each foundation of curriculum development;
2. Describe how each foundation contribute to the direction of curriculum;
3. Identify the different theories applied in the psychological foundation of
curriculum;
4. Distinguish each of the philosophies of curriculum development; and
5. Trace the history of educational curriculum in the Philippines.

Learning contents
Philosophical foundations of curriculum development
Educators, curriculum makers and teachers must have espoused a
philosophy or philosophies that are deemed necessary for planning,
implementing, and evaluating a school curriculum. The philosophy that they
have embraced will help them define the purpose of the school, the important
subjects to be taught, the kind of learning students must have and how they
can acquire them, the instructional materials, methods and strategies to be
used, and how students will be evaluated.
Likewise, philosophy offers solutions to problems by helping the
administrators, curriculum planners, and teachers make sound decisions. A
person’s philosophy reflects his/her life experiences, social and economic
background, common beliefs, and education. When John Dewey proposed
that “education is a way of life”, his philosophy was realized when put into
practice. Now, particularly in the Philippines, Dewey’s philosophy served as
anchor to the country’s educational system.

Naturalism
● Naturalism is a concept that firmly believes that ultimate reality lies in
the nature of the matter. Matter is considered to be supreme and mind
is the functioning of the brain that is made up of matter. The whole
universe is governed by laws of nature and they are changeable. It’s
through our senses that we are able to get the real knowledge. The
senses work like real gateways of knowledge and exploration is the
method that helps in studying nature.
● Naturalist Philosophers: Thales, Anaximander, Anaximenes Paul
Kurtz, W.V. Quine, and George Santayana
Idealism
● Is the group of philosophies which assert that reality, or reality as we
can know it, is fundamentally mental, mentally constructed, or
otherwise immaterial. Epistemologically, idealism manifests as
a skepticism about the possibility of knowing any mind-independent
thing. In a sociological sense, idealism emphasizes how human ideas
— especially beliefs and values — shape society.
● Idealism believes in refined wisdom. It is based on the view that reality
is a world within a person's mind. It believes that truth is in the
consistency of ideas and that goodness is an ideal state to strive to
attain.
● As a result, schools exist to sharpen the mind and intellectual
processes. Students are taught the wisdom of past heroes.
● Idealist philosophers: Plato, Descartes, Kant, Spinoza, Leibniz,
Hegel, Schopenhauer
Realism
● Is the belief that our reality, or some aspect of it, is ontologically
independent of our conceptual schemes, linguistic practices, beliefs,
etc. Realism may be spoken of with respect to other minds, the past,
the future, universals, mathematical entities (such as natural
numbers), moral categories, the material world, and thought. Realism
can also be promoted in an unqualified sense, in which case it asserts
the mind-independent existence of a visible world, as opposed
to idealism, skepticism, and solipsism.
● Realism believes in the world as it is. It is based on the view that reality
is what we observe. It believes that truth is what we sense and observe
and that goodness is found in the order of the laws of nature.
● As a result, schools exist to reveal the order of the world and universe.
Students are taught factual information.
● Realist philosophers: Aristotle, Comenius, Pestalozzi, Herbart,
Montessori, Hobbes, Bacon, Locke
Perennialism
● Perennialists believe that one should teach the things that one deems
to be of everlasting importance to all people everywhere. They believe
that the most important topics develop a person. Since details of fact
change constantly, these cannot be the most important. Therefore, one
should teach principles, not facts. Since people are human, one should
teach first about humans, not machines or techniques. Since people
are people first, and workers second if at all, one should teach liberal
topics first, not vocational topics. The focus is primarily on teaching
reasoning and wisdom rather than facts, the liberal arts rather than
vocational training.
● This is a very conservative and inflexible philosophy of education. It is
based on the view that reality comes from fundamental fixed truths-
especially related to God. It believes that people find truth through
reasoning and revelation and that goodness is found in rational
thinking.
 ● As a result, schools exist to teach reason and God's will. Students are
taught to reason through structured lessons and drills.

Existentialism
● Existentialism believes in the personal interpretation of the world. It is
based on the view that the individual defines reality, truth and
goodness.
● As a result, schools exist to aid children in knowing themselves and
their place in society.
● Students learn what they want and discuss subjects freely.

Progressivism
● Educational progressivism is the belief that education must be based
on the principle that humans are social animals who learn best in real-
life activities with other people. Progressivists, like proponents of most
educational theories, claim to rely on the best available scientific
theories of learning. Most progressive educators believe that children
learn as if they were scientists, following a process similar to John
Dewey's model of learning: 1) Become aware of the problem. 2) Define
the problem. 3) Propose hypotheses to solve it. 4) Evaluate the
consequences of the hypotheses from one's past experience. 5) Test
the likeliest solution.
Essentialism
● Educational essentialism is an educational philosophy whose
adherents believe that children should learn the traditional basic
subjects and that these should be learned thoroughly and rigorously.
An essentialist program normally teaches children progressively, from
less complex skills to more complex.

PERENNIALI ESSENTIALIS PROGRESSIVISM ROCONSTRUCTION

SM M ISM

Aim of To To promote To promote To improve and

Educatio educate the democratic and reconstruct
n the intellectual social living society
rational growth of education for
person ; the change
To individual
cultivate and
the educate a
intellect competent
person
Role of Teachers The Knowledge leads Teachers act as
Educatio help teacher is to growth and agents of
n students the sole development of change and
think with authority in lifelong learners reform in
reason his or her who actively learn various
 subject by doing educational
area or projects
field of including
specializati research.
on
Focus in Classical Essentials Subjects are Focus on
the subjects, skills of the interdisciplinary- present and
curriculu literary 3R’s and nary, integrative future trends
m analysis essential and interactive. and issues of
and subjects of Curriculum is national and
curriculum English, focused on international
is Science, students interest, interests
constant History, human problems
Math, and affairs
And
Foreign
Language
Curriculu Use of Excellence School reforms, Equality of
m great in relevant and educational
Trends books and education, contextualized opportunities in
return to back to Curriculum, education,
liberal arts basics and humanistic access to
cultural education global
literacy education.

Psychological foundations of curriculum development

Curriculum is influenced by psychology. Psychology provides
information about the teaching and learning process. It also seeks answers as
to how a curriculum can be organized in order to achieve students’ learning at
the optimum level, and as to what amount of information they can absorb in
learning the various contents of the curriculum.
The following are some psychological theories in learning that influenced
curriculum development:
1. 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 as
mechanical and routine. Though many are skeptical about this theory,
we can’t deny the fact the influences it had in our educational system.

2. Cognitivism
Cognitive theorists focus on how individuals process
information, monitor and manage their thinking. The basic questions
that cognitive psychologists zero in on are:
How do learners process and store information?
 How do they retrieve data and generate conclusions?
How much information can they absorb?
With their beliefs, they promote the development of problem-
solving and thinking skills and popularize the use of reflective thinking,
creative thinking, intuitive thinking, discovery learning, among others.

3. Humanism
Humanism is taken from the theory of Gestalt, Abraham
Maslow’s theory and Carl Rogers’ theory. This group of psychologists
is concerned with the development of human potential.
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 posits that learners are human
beings who are affected by their biology, culture, and environment.
They are neither machines nor animals.
A more advanced, more comprehensive curriculum that
promotes human potential must be crafted along this line. Teachers
don’t only educate the minds, but the hearts as well.

Sociological foundations of curriculum development

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 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 their 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 United
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.

Historical foundations of curriculum development

Education during the Pre-Spanish Period
● Education is for survival, conformity and enculturation.
a. Baybayin - system of writing.
b. Boxer codex – 13th Century record of Philippine trading with
China and other countries.
c. Sucesos de las Islas Filipinas by Dr. Antonio de Morga
d. Travels in the Philippines – Feodor Jagor.
Education during the Spanish Period
● The purpose of education is to propagate Christianity.
 ● The religious orders introduced the parochial school concept. Parochial
schools started in Cebu in 1565 by the Augustinian missionaries.
Subjects other than the Doctrina like simple arithmetic, music and
various arts and trades were offered.
● The Royal Decree of 1863 was the first attempt of the Spaniards to
establish an overall public-school system and to provide for the training
of teachers through a normal school. To broaden as much as possible
the teaching of the Holy Catholic Faith of the language of the
fatherland, and of the elementary knowledge of life.

Education during the American Period

● The aim of education is to teach democracy as a way of life.
● The education act of 1901, also known as Act. No. 74 of the Philippine
Commission was promulgated to establish a department of Public
Instruction.
● The Monroe Survey Commission was created in 1925 to evaluate the
entire school system the Americans set up.
Education during the Commonwealth Period (1935-1942)
● Education aimed to continue the promotion of democratic ideals and
way of life.
● Education under the Commonwealth was to prepare for the coming
independence of a new Filipino nation.
● Executive order No. 134 in 1936 designated Tagalog as the basis of
the national language.
Education during the Japanese Era (1943-1945)
● Education aimed at making people understand the position of the
Philippines in the Greater East Asia Co-Prosperity Sphere being
advocated by Japan.
Education during the Republic (1943-1972)
● Promotion of equal educational opportunities for all.
Education during the New Society (1972-1986)
● The aim of education is for national development
● Adoption of the acronym PLEDGES – Peace and order; Land reform;
Economic development; Development of moral values; Government
reorganization; Employment and manpower development; Social
services.
● Bilingual Education Policy – use of English and Filipino as medium of
instruction in specific learning areas.
Education during the 5th Republic (1986 to present)
● The national budget appropriates the highest budgetary allocation in
education.
● Promotion and improvement of the public-school teachers.
● Education aims to promote national development and values
education.
● The Congressional Commission on Education (EDCOM), with its
report in 1991, recommended the following:
a. Division of DECS into the Department of Basic Education
(DPE), Technical Education and Skills Development Authority
(TESDA). And Commission on Higher Education (CHED).
b. Establishment of Teacher Education Center of Excellence.
 c. Professionalization of Teachers through LET; and
d. Technical-Vocational Education reform.
● Governance of Basic Education Act of 2001. This act contains
provisions that are also found in the educational act of 1982 regarding
the organizational structure of the educational bureaucracy. It
renamed the Department of Education, Culture and Sports (DECS) to
the Department of Education (DepEd) for a more focused area.
● Enhanced Basic Education Act of 2012. RA 10533 institutionalized
the K-12 program, consisting of the universal kindergarten, 6 years of
elementary education, 4 years of junior high school and additional 2
years of senior high school with tracks on GAS, HUMSS and STEM.
● Universal Access to Tertiary Education Act of 2017. RA 10931
provided free access to higher education among State Universities
and Colleges (SUCSs) and Local Universities and Colleges in the
Philippines (LUCs) starting Academic Year 2018-2019.

Teaching & Learning Activities

Activity 1. Make an essay on the application of each curriculum foundation.
How each of the foundations of curriculum development contribute to
the holistic development of the school, the curriculum and the learner?
Activity 2. Identify the different theories applied in the psychological
foundation of the curriculum.
PSYCHOLOGICAL LEARNING CURRICULUM
FOUNDATION APPLICATION APPLICATION
● Behaviorism

● Cognitivism

● Humanism

Activity 3. Distinguish each of the philosophies of curriculum development as

to its aim, role in the education, curriculum focus and trends.
Philosophy Aim of Role of Curriculum Curriculum
Education education focus trends
Naturalism
Idealism
Rationalism
Constructivism
Perrenialism
Essentialism
Progressivism
Reconstructionism
Existentialism

Activity 4. Make a historical timeline of education in the Philippines.

Recommended Learning Materials & Resources For Supplementary
Reading
Flexible Teaching Learning Modality (Ftlm) Adopted

Assessment Task. Multiple Choice. Choose the letter of the BEST answer.
1. A student who performs on a behavior as a result of the reinforcement
provided to that particular behavior is a manifestation of this
philosophy.
A. Nationalism C. Behaviorism
B. Rationalism D. Constructivism
2. Philippine Elementary Curriculum emphasizes on the development of
the skills in writing, counting and reading. This manifests the great
consideration given to this philosophy.
A. Idealism C. Progressivism
B. Naturalism D. Essentialism
3. A school principal emphasizes the importance of Humanities in the
curriculum. To which educational philosophy does he adhere?
A. Existentialism C. Perennialism
B. Essentialism D. Positivism
4. Which of the following should be the guiding principle of a Rationalist
Teacher?
A. I must teach the students that I have a great impact on culture
so that she can be assured of a great future.
B. I must teach the students of things that I will be needed to
survive this challenging world
C. I must teach the students of things that will develop his mental
powers to conceive great ideas
D. I must teach the student of things that I will make him love
himself and attain the fullness of life
5. As a Reconstructionist, which among these will be your guiding
principle?
A. I must teach the child every knowledge, skills and values that he
needs for a better future.
B. I must teach the child to develop his mental powers to the fullest
C. I must teach the child so he is assured of heaven
D. I must teach the child that we can have real knowledge of
anything.
6. A child was punished for cheating in an exam. For sure the child won’t
cheat again in a short span of time, but this doesn’t guarantee that the
child won’t cheat ever again. Based on Thorndike’s theory on
punishment and learning, this shows that:
A. Punishment strengthen a response
B. Punishment doesn’t remove response
C. Punishment remove response
D. Punishment weakens response
7. What does a teacher do if the students are misbehaving in the class?
A. Send the misbehaving pupils to the guidance counselor
 B. Involve the whole class in setting rules of conduct in the whole
class
C. Make a report to the parents about their children’s behavior
D. Set the rules for the class to observe
8. Why can’t the school implement programs for social reconstruction?
A. Most of the students are poor and passive
B. Some teachers do not like teaching career
C. Some teachers have no dedication to the profession
D. Most teachers belong to Low Socio-Economic Status (SES)
9. Which of the following statements can be considered features of our
present educational system?
A. Knowledge is absolute.
B. Knowledge begins in the senses.
C. Knowledge can be known only by reason.
D. Knowledge does not change.
10. Which of the following is NOT an anthropological view of education?
A. Education is a social institution
B. Education is the process of teaching and learning
C. Education is an agent of change and modernization
D. Education is boundary breaking between social classes.

References

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