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ED 215 087 “ce 031 445)
AUTHOR Golen,. Steven
- TITLE The Philosophical, Sociological, and Psychological °
Foundations of Curriculum,
PUB DATE [82] :
: NOTE 66p.
F —gors-price_ '- MFO1/PC03 Plus Postage i 7
DESCRIPTORS *Administrator Attitudes; Administrators; Attitude .
*hemb
DOCUMENT RESUME
Measures; Beliefs; Business Education; Business
Education Teachers; *Curriculum Development;
*Educational Philosophy;—Educational Policy;
Educational Psychology; Educattonal_Rese
. Educational Sociology; Foundations of Education; Hi
‘ Schools; High School Students; Interviews; Pro
Development; Secondary Education; *Student Attitudes; -
Superintendents; *Teacher Attitudes; Vocational i
Directors; *Vocational Education
ABSTRACT 5
A study evaluated the role of three curriculum
foundational areas--philosophical, sociological, and .
psychological--with particular emphasis on the philosophical basis
for curriculum planning. Impressions on curriculum-were gained from
the literature and from practitioners. Interviews were conducted with
a state director of business and office education, superintendent, ;
curriculum director, director of vocational education, principal,
business education department chairman, business education faculty
r, pacent, and student. The instrument used was "What Do You
Believe?," 15 statements of ideas expressed in educational literature
pertaining to a line of action for curriculum improvement. Reactions
te six statements wefe in strong agreement. The functioning-~- =~
philosophy of participants would, therefore, include those statements *
dealing with exposing students to what man knows and:does not know, :
personalized curriculum, benefits of learning from peers and groups,
learning difficulties. beginning in disturbed home relationships,
Limits, of the. subject-matter patterns of organization, and
-encouragement of developing creative thinking. A statement dealing
cwith a uniform policy of increased homework would be discarded
because of strong disagreement, The remaining eight statements would
require’ additional discussion and clarification. A comparison of the -
school district or high school's expressed~philosophy with the oo
individual's functTon ing’ pHiTosophy was ‘consistent for aldo «e .
Connectionism, This is “essentially a stimulus response
~~or-association theory postulating the formation of neural
onset
bonds through strengthening of associations by various laws
of association, particularly the law of eftect."°
Curriculum Foundations. “The consideration of”
educational programs and policies in the light of an
interdiseiplinary endeavor involving philosophical,
psychological, sociological, historical,’ and anthropological
understandings.*” ,
Existentialism, "The theory in modern philosophy that
man has no fixed nature and that he shapes his being by the
choices he makes as he lives,"°
b 6 Expressed (Stated) Philosophy. The written
~ philosophical belief of a particular school district or
high school. :
Functioning Philosophy. The actual practices as
demonstrated by the individuals of a particular school’
district or high school,
‘Gestalt-Field Theory, “A theory of learning that .
“emphasizes response to wholes or the effect of the whole
upon the response’ to a part"?
"Broadly, any system of thought or practical.
Idealism,
view emphasizing mind or soirttuat reality as a preeminent |
prineiple of explanation,"
Mental Disctpling, “the theory that the. tiind-hes_e
number of distinct and general powers and faculties, such
as memory-and will powér, which can be strengthened by
appropriate exercise, "t+ :
Neo-Thomisi, "A modern philosophical movement in the
Ronan Catholie~Church,"*? - .
Philosophical Foundations -of-Curriculun, “Those
‘eleiiints-of, p*osophy which have a bearing oWehoices_
made in regard to the purposes and content of the schools.
Philosophy, “An integrated personal view that serves
to guide the individual's ecnduet and thinking. "t+
Philosophy of Education, "Any philosophy dealing with
or applied to the process of public or private education and
,uded a5 a basis for the general determination, interpretation,
and evaluation of educational problems..,<*!5
" Pragmatism, “The position holding that an idea which
