Philosophical bases of curriculum

The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.

The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.

The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.

This PPT is aims to provide understanding about the concept of Comparative education, Meaning, Objective and its Scope in the field of Education.

This powerpoint pertains to one of the course of B.Ed programme. It depicts construction of knowledge and various contestations to knowledge.

This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.

The presentation explains conceptual understanding and difference between Curriculum Framework, Curriculum and Syllabus

This document discusses the history and definition of educational technology. It provides the following key points: 1. Educational technology has existed since the 19th century in the form of educational toys and learning tactics, but its widespread use began in the 1920s with teaching machines. 2. Educational technology is defined as the "systematic application of scientific knowledge about teaching learning and conditions of learning to improve the efficiency of teaching and training." 3. It involves using scientific knowledge in practical educational tasks and systematically applying science to improve education.

This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.

Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.

This document discusses different types of curriculum. It describes a student-centered curriculum where children take control of their own learning and teachers facilitate. It lists characteristics like a natural approach and active student role. Advantages are that it helps students become independent and maintain interest. Disadvantages are that school values may be ignored and activities can be difficult to select. The document also discusses a fused curriculum, where two or more subjects are taught together without regard to traditional subject lines.

The document discusses modern trends in curriculum construction in India. It notes that curriculum needs to be updated regularly to reflect changing times and priorities. Some emerging trends in curriculum development include problem-based learning, where students learn through solving problems, and issue-based curriculum. The document also discusses constructivist approaches that give students freedom to actively construct their own knowledge.

The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.

A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course. Curriculum development is a process of improving the curriculum. Approaches for curricula: Analysis Selecting Formation Review Curriculum development is significant because it Takes contents and shapes into plan for effective teaching and learning Provide a map to achieve outputs Provide appropriate learning activities and assessments secondary education In British India, the structure and curricula of secondary education were mandated by British colonial rule After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12 Admission requires completion of middle school Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream. The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE). Curriculum Domain at Secondary Level\ According to the Constitution of Pakistan, curriculum development is the domain of the federal government. Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education. Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees. Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning. Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum

The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.

This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.

This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.

This document discusses the relationship between philosophy and education. It provides an overview of different philosophies including perennialism, idealism, realism, pragmatism, and existentialism. It compares these philosophies on aspects like their views of reality, truth, teaching methods, curriculum, and the role of teachers and students. The document emphasizes that curriculum planning requires consideration of both the history of philosophy and the community's philosophy of education.

The document discusses different philosophies of education and their implications for curriculum. It describes the major philosophies as idealism, realism, pragmatism, and existentialism. It also outlines philosophies like perennialism, essentialism, progressivism, and reconstructionism. Each philosophy has distinct views about the nature of knowledge, learning, and the goals of education that inform the design of the curriculum. For example, idealism supports a curriculum of abstract liberal arts subjects, while pragmatism advocates for an interdisciplinary, experience-based curriculum focused on problem solving.

This document discusses educational philosophies and theories. It provides an overview of major philosophies including idealism, realism, pragmatism, and existentialism. It also covers traditional philosophies like essentialism and perennialism as well as modern philosophies such as progressivism and reconstructionism. For each philosophy, it outlines key principles and implications for curriculum, teaching, and learning. It defines key terms and differences between educational philosophies and theories.

The document discusses key topics in philosophy and educational philosophy. It defines philosophy as the study of fundamental problems regarding existence, knowledge, values, and language. The main areas of philosophy are described as epistemology, logic, metaphysics, ethics and aesthetics. Educational philosophy is defined as the philosophical study of education, its aims, methods and results. Educational philosophy can take speculative, normative or analytic approaches. Common methods in educational philosophy are the didactic method, involving a teacher presenting models for contemplation, and the dialectic method, involving a Socratic pursuit of truth through questioning.

The document discusses the five main branches of philosophy: epistemology (the study of knowledge), metaphysics (the study of reality beyond the physical), ethics (the study of morality), logic (the study of reasoning), and aesthetics (the study of art and beauty). It provides a brief overview of each branch, including what they study and some key issues within each area. For example, it notes that epistemology deals with questions about what can be known and how knowledge is acquired, and that metaphysics studies concepts like the existence of God, the soul, and the afterlife.

The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.

The document provides an overview of the philosophy of education in the Philippines. It discusses the relationship between philosophy and education, how different philosophical schools influence education, and the history of the Philippine educational system under different regimes including the Spanish, Americans, Japanese occupation, and Commonwealth periods. Key ideas discussed include how philosophy guides the aims and direction of education, and how the study of philosophy enhances critical thinking skills. The document argues that incorporating philosophy into the basic education curriculum can help develop critical thinkers and benefit nation-building in the Philippines.