Good Day Class!

For your activity this evening, please search and read the Philosophical, Psychological,
Social and Historical Foundations of Curriculum and do the following activities below:

1. Compare and Contrast the Philosophical beliefs of perennialism, essentialism, progressivism and
reconstructionism.

perennialism - focuses on the teaching of great works.

- Here the focus in curriculum is classical subjects’ literary analysis and considered curriculum as
constant. The curriculum must emphasize enduring, long lasting, skills, values and knowledge.

essentialism – It has free will, free choice and the expression of one’s own feelings are all important
aspects of existentialism.
- Here the essential skills of the 3 R’S and essential subjects of English, Science, History,
Mathematics and Foreign language is the focus of the curriculum.

progressivism - Progressivism being the philosophy that says ideas should be tested to find their truths.
This philosophy also says the value of questions from students are very important because it leads to
learning. Progressivism involves both cross discipline learning and problem solving in its instruction. It
states that learning occurs best when students are involved and experiencing ideas for themselves.
- The curriculum is focused on students’ interest human problems and affairs. The subjects are
interdisciplinary, integrative and interactive.

reconstructionism – Here the focus of the curriculum is on present and future trends and issues of
national and international interest.

2. Explain the influence of the four educational philosophies on curriculum.

Educational philosophy lays a strong foundation of any curriculum in that a curriculum specialist,
implementer of evaluator anchors their decision making process on a sound philosophy.

Philosophy has philosophical schools of thoughts such as naturalism which is the basis of the
curriculum, idealism which on the nature of the learner and recommends the learning activity of the
learner and the positive influence of the teacher, realism which is important in forming curriculum
that stresses the acquisitions of information about culture and pragmatism which recommends the
change of knowledge because it is not permanent

3. Identify the application of behaviorist, cognitivist, constructivist and humanist principles in the
classroom

 Behaviorists Psychology - consider that learning should be organized in order that

students can experience success in the process of mastering the subject matter,
and thus, method of teaching should be introduced in a step by step manner with
 proper sequencing of task.
- Considers that learning should be organized in order for the students to experiences success in
the subject matter hence method of teaching step by step with proper sequencing of task.

 Cognitive Psychology - focus their attention on how individuals process information

and how the monitor and manage thinking. For the cognitive theorists, learning
constitutes a logical method for organizing and interpreting learning. Learning is
rooted in the tradition of subject matter where teachers use a lot of problem and
thinking skills in teaching learning. These are exemplified by practices like
reflective thinking, creative thinking, intuitive thinking, discovery learning, etc.

- Focus their attention on how individuals process information and how to monitor and manage
thinking. Here learning constitutes a logical method for organizing and interpreting learning.
Learning in this group is rooted in the tradition of subject matter where teachers use a lot of
problem and thinking skills in teaching and learning. These are exemplified by practices like
reflective thinking, creative thinking, intuitive thinking, discovery learning among others.

 Humanistic Psychology - concerned with how learners can develop their human
potential. Based on Gestalt psychology where learning can be explained in terms of
the wholeness of the problem and where the environment is changing and the
learner is continuously reorganizing his/her perceptions. Curriculum is concerned
with the process not the products, personal needs not subject matter; psychological
meaning and environmental situations.

- Concerned with how learners can develop their human potential based on Gestalt psychology
where learning can be explained in term if the wholeness of the problem and where the
environment is changing making the learner continuously recognized his/her perceptions.

 Constructivist Psychology –   It is the learner who interacts with his or her environment and thus
gains an understanding of its features and characteristics. The learner constructs his own
conceptualizations and finds his own solutions to problems and independence.

4 State your values and beliefs about the nature of learning

1.
Encouraging students to write about the things that make them unique.
2. Differentiating my instruction to reach all the different needs of the students in my
classroom.
3. Promoting First Nations pedagogy to create an inclusive environment.
4. Diversifying seating arrangements often to allow students to get to know all the students
in the room.
 5. Assessing the educational goals of the class as a group and of the individuals. I need to
know where my students’ knowledge lies before I can know what to teach them.

 I believe that students who want to achieve success must first know who they are trying to be
successful for – themselves or someone else.

From my personal perspective I have a passion for stretching the already high achieving students
because I can identify with them. I definitely want to reach out and stretch students who struggle
with school, but I specifically have a desire to reach students who have figured out the formula
for success in high school and challenge them to use it to get more out of their education. As I
said at the beginning of this section, I was not challenged until I got to university. I feel that there
is a large gap between what high school teachers expect students should be able to do and what
university professors expect students to be able to do. When I first got to university, I was
overwhelmed with the amount of knowledge that my professors had and more importantly how
much they expected that I already knew. 

Not only is challenging and stretching students difficult for the students but it also requires more work for
the teacher. Frankly teachers are stretched too thin as it is and I think that it is the unfortunate truth that it
is easier to give students basic, minimal instruction to get them through the system than it is to give
enriching, guiding, and practical foundations to students. I also believe that quality is better than quantity.
I feel that the curriculum is often too much and too fast for students to really be able to learn the material
effectively. 

I agree that all students have the ability to grow and that it is the educator’s job to stretch students.
Growing is painful but I can assure you that the painful process of growth is the only way people can
truly appreciate the rewards that follow. Not only do teachers need to stretch students in terms of their
own individual skills and knowledge but I also believe that the box that education fits into needs to be
expanded.

These are just some examples of things that I believe would better equip students to enter the world that
we live in. As an English teacher in the 21st century I believe that I can address many, if not all, of these
areas because the humanities lend itself more easily to discussing topics such as these. I believe that
school is the place that students should learn about the diverse world that they live in. Teachers cannot
expect students to have a diversified learning experience if the education is not diversified in itself. We
need to think out of the box and foster attitudes of growth and development. Our students’ education
depends on it and our world depends on it.

The point I want to make regarding formative assessment or assessment for learning is that is shifts the
power dynamic between the teacher and the students. When a student is assessed strictly on information
regurgitation, the  purpose of the learning has not been to expand the students knowledge but to inform
the teacher that the student was at least paying attention to the lessons. The goal of assessment for
learning is to be able to show the student where there is room for growth or improvement and then have
the student be able to make corrections and learn from mistakes made. This method enables students to
learn for themselves and relieves the pressure of having to cram know I believe that when students can
see the purpose of the learning and connect the learning with their past, present and future lives, they will
be more willing to invest into their education. edge in and recall it later.
 Our values are important because they help us to grow and develop. They help us to create the
future we want to experience.

A philosophy that accurately reflects the beliefs and values of the curriculum developer can accomplish
the following

• Provide the intent and purpose of existence of the program.

• Define the roles of the persons directly associated with the program and school.

• Clarify the objectives of the program.

• Clarify the learning activities in the program.
• Direct the selection of the learning strategies and tactic to be used in the classroom.

Philosophical beliefs and attitudes are important before attempting to work with other curriculum
planners, instructors and administrators. Common values that overlap individual beliefs form most
fertile ground for curricular collaboration and development of successful projects and programs (Wiles
and Bondi 1993 p. 40). The clarification of purpose involves identifying a philosophy, such as,
perennialism, idealism, realism, experimentalism, existentialism etc.

Philosophy provides a logical vigor, envisaging transcendence and disciplined imagination which helps in
the formulation of educational objectives. It also contributes a great deal to education in that it makes
one being critical and have self-conscious reflection of the realities which education wants to display
which plays a key role in building educational objectives.

Philosophy assists the educators in formulating beliefs, arguments and assumptions and in making value
judgments. It also promotes advanced and interdisciplinary studies which provide a forum for creation
accumulation and utilization of knowledge. Philosophy develops a broad outlook flexible adaptability
and creativity and a rousing desire for self-enlightenment and study hence getting the required abilities
for doing research and development.

5. Explain how history and society influenced curriculum

Philosophy helps us to handle our own personal system of beliefs and values, that is, the way and
manner that we perceive the world around us and how we actually define what is important to us. It is
changing over time and it also reflects how man has thought about more humane approach to
educate learners. The development of the curriculum is highly based on the people who will
use it. History also shows how curriculum adapts to the time when it is implemented: how its
purpose, principles and content change over time. The curriculum is carved through the needs
of the society. There will be always change in the society and the curriculum must cope with it.
It must go with the flow but it must maintain its values.

History
            The historical foundations only suggest that the curricula implemented are dynamic. It is
changing over time and it also reflects how man has thought about more humane approach to
educate learners. Moreover, history also shows how curriculum adapts to the time when it is
implemented: how its purpose, principles and content change over time. The learners don’t
adjust; it’s the curricula because of the needs of the learners. For example, 30 years ago there
were no computer subjects, now there is a need to teach those because of the rampant use of
technology for almost all the industries. There’s a quote by anonymous, “Don’t left behind.”
            Society
            Just like how language use reflects the society, curriculum also does. The development of
the curriculum is highly based on the people who will use it. Basically, the society and its culture
affect the curriculum itself. According to Albert Einstein, “All that is valuable in human society
depends upon the opportunity for development accorded the individual.” Therefore, the
curriculum is carved through the needs of the society. There will be always change in the society
and the curriculum must cope with it. It must go with the flow but it must maintain its values.