The Teacher and The School Curriculum
Lesson 4: Views of Curriculum
.jpg)
Think of
curriculum as "what and how we should teach in school." Different
thinkers have different ideas about this. Let me break it down into two main
camps: Traditional (subject-focused) and Progressive (experience-focused).
|
Traditional View |
Progressive View |
|
Robert Hutchins Arthur Bestor Joseph Schwab Philip Phenix |
John Dewey Holis Caswell & Kenn Campbell Othaniel Smith, William Stanley, and Harlan Shore Collins Marsh & George Willis |
TRADITIONAL VIEW
Curriculum should focus on mastering important
subjects and knowledge that has lasted through time.
1.
Robert
Hutchins
·
Views
curriculum as “permanent studies” (the great, lasting ideas) where rules of
grammar, reading, rhetoric logic and math are emphasized.
·
The
3Rs should be emphasized in basic education (elementary and high school) while
liberal education (broad knowledge) should be emphasized in college.
·
example: In elementary the focus is on filipino, english,
math, and writing skills. While in highschool the focus is more on grammar,
communication, essay, solving math problems. Then in college it focuses more on
broad disciplines such as humanities, philosophy, history, and sciences for
well-rounded thinking and many more.
2.
Arthur
Bestor
·
Believe
that the mission of the school should train students' minds through
intellectual training/disciplines: grammar, literature, writing, Math, Science,
History, and Foreign Language. He wanted schools to focus on serious academic
work, not just practical skills.
·
example: More time for core subjects: Math problem-solving,
Science experiments, reading Philippine history primary sources, and English
literature analysis. Less time for "extras" like games or
non-academic activities during class hours.
3.
Joseph
Schwab
·
He
thinks that the sole source of curriculum is discipline (organized fields of
knowledge) are the heart of curriculum, thus the subject areas such as Science,
Mathematics, Social Studies, English and many more has its own way of thinking
and methods.
·
In
college, academic disciplines are labelled as humanities, sciences, languages,
mathematics among others. He coined the word disciplines as a ruling doctrine for
curriculum development.
·
example: In science class students don't just memorize facts.
They form a hypothesis, do an experiment, record data, and write conclusions.
4.
Phillip
Phenix
·
Curriculum
should consist entirely of knowledge which comes from various disciplines.
·
example: A curriculum composed of subject to be taught such as
Filipino, English, Math, Science, AP, MAPEH etc. And taught with its own
methods and assessments.
PROGRESSIVE VIEW
1.
John
Dewey
·
Believes
that education is experiencing. Reflective thinking is a means to unify
curricular elements that are tested by application.
·
"Learning
is experiencing." Students learn best when they do something, then reflect
on what happened. Education should connect to real life, not just memorize
facts.
·
example: In ESP subject after a community clean-up, students
journal about teamwork and responsibility. Reflecting how to improve next time
and what would be the best strategy in dealing with problems and cooperating
with other students.
2.
Hollis
Caswell and Kenn Campbell
·
Viewed
curriculum as all experiences children have under the guidance of teachers not
just textbooks or lessons, but everything students do and learn in school.
·
example: Visiting a local museum, historical site, or factory guided
by the teacher counts as curriculum, because students learn through the
experience.
3.
Othaniel
Smith, Willian Stanley and Harian Shore
·
Defined
curriculum as a sequence of potential experiences, set up in schools for the
purpose of disciplining children youth in group ways of thinking and acting. Build
knowledge and skills step-by-step.
·
example: In araling panlipunan grade 10 of its topic Disaster
Risk Reduction Management, follow this sequence; 1. Study a barangay hazard map
from LGU/PAGASA, 2. As a group, plan a school evacuation route, 3. Practice a
fire drill with assigned roles (line leader, sweeper, etc.), 4. Reflect: What
worked? What can improve?. This sequence teaches decision-making, teamwork, and
civic responsibility. Thus will be concluded as a sequence of experiences.
4.
Collins
Marsh and George Willis
·
Viewed
curriculum as all the experiences in the classroom which are planned and
enacted by the teacher and also learned by the students.
·
It's
the "lived" curriculum, what actually happens, not just what's
written in the lesson plan.
·
example: a Grade 10 Filipino teacher might plan to read Jose
Rizal’s propaganda essays and answer questions, but when students ask how Rizal
would write about social media today, the teacher shifts into an unplanned
discussion comparing 19th-century pamphlets to modern memes. That impromptu
exchange, alongside the original reading, the guided questions, and the
students’ reflections, forms the real curriculum, because it combines what was
prepared, what actually happened, and what learners took away.
· Everything the teacher plans, students do, and learn together = the curriculum.
Teacher as a Curricularist Quiz: click here
.jpg&description=Views of Curriculum | Free LET Reviewer and Drill){kind=link}