Determinants of curriculum

Ideologies and educational vision.
Socio-political, geographical-economic conditions.
National & International Context-multi-cultural, multi-lingual aspect.
(Philosophy, Psychology, Science, Economics, Sociology, Politics)

1. Determinants of curriculum Compiled by, Rupa Gupta Assistant Professor Regional Institute of Education (NCERT), Bhubaneswar Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 1

2. MEANING 1) Etymological: ‘ currer ’ which means to run. 2) General: The ground which the pupils and the teacher cover to reach the goal of education. 3) Traditional: Mastery over certain types of knowledge and skills. 4) Modern: It is a process intended to help pupil to live in present world & to build the future world in which his generation would live. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 2

3. DEFINITION Mudalior commission – “Curriculum includes all the learner’s experiences in or outside that are included in a program which has been devised to help him develop physically, emotionally, socially, spiritually and morally.” Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 3

4. CURRICULUM DEVELOPMENT The processes of assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The process of creating planned curriculum, pedagogy, instruction, and presentation modes. The processes of assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The process of creating planned curriculum, pedagogy, instruction, and presentation modes. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 4

5. DETERMINANTS OF CURRICULUM Ideologies and educational vision. Socio-political, geographical-economic conditions. National & International Context-multi-cultural, multi-lingual aspect. (Philosophy, Psychology, Science, Economics, Sociology, Politics) Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 5

6. Curriculum determinants includes all those factors that influence in some way or other the process of curriculum making as well as the implementation of curriculum. The influencing factors could have its origin in: Philosophy Psychology Science Economics Sociology Politics Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 6

7. Philosophical determinants of curriculum It aims at the all-round development of the individual. It is based on the philosophy of the nation. It reflects the ideals and aspirations of the people. It inculcates the desired ideals of life in the youngsters. It helps in the development of proper philosophy of life. It is in accordance with the aspiration level of the individual. It enables the learners to learn the desirable cultural values, intellectual virtues, societal norms and moral doctrine. It helps in the development of the personal and national character. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 7

8. John Dewey viewed philosophy as the all-encompassing aspect of the educational process - as necessary for forming fundamental dispositions, intellectual and emotional, toward nature and fellow man. The philosophical foundations of the education Idealism Naturalism Pragmatism Realism Existentialism Essentialism Progressivism Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 8

9. I. Idealism Idealistic curriculum reflects the cultural heritage and civilization of the whole human race. Plato advocates three types of activities i.e. intellectual, aesthetic and moral for the attainment of ideals of life i.e. truth, beauty and goodness. He stresses language, literature, history, geography, maths, science for intellectual activity. He emphasizes arts and poetry for aesthetic activity. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 9

10. II. Naturalism Naturalists emphasises the child centred methods of teaching. They recommend proper motivation and effective use or illustrative aids to capture and maintain the child’s interest in the lesson. They advocate perfect freedom for the child. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 10

11. III. Pragmatism Pragmatic curriculum reflects practical utilitarian subjects. The curriculum designed based on the principle of utility, integration and child’s personal needs, interests and experience. Curriculum must not exist apart from the social context. The pragmatism places heavy emphasis on broad-field curriculum, diversified curriculum, experience-centred curriculum, problem-based curriculum. In brief, the pragmatic curriculum is built on people’s experiences and needs Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 11

12. IV. Realism According to realism, observable fact is the truth. Hence field trips, laboratories, audio-visual materials and nature are ingredients of methodology. Realistic curriculum placed heavy emphasis on knowledge-based, subject-centred curriculum with humanistic and scientific subjects Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 12

13. V. Existentialism Existentialist placed heavy emphasis on completely individualized curriculum, consisting of human conditions, choices and life-situation. Existentialists emphasize the subjective knowledge of humanistic subjects rather than the objective knowledge of scientific subjects. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 13

14. VI. Essentialism Essentialism emphasizes academic subject-centred curriculum consisting of essential skills (three R’s.) and essential subjects (English, science, history, math). Essentialism advocates fundamentals or mastery of essential skills and facts that form the basis of the subject matter. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 14

15. VII. Progressivism In progressivism, the focus of curriculum is based on students interests, involves the application of human problems and affairs; interdisciplinary subject matter; activities and projects. Progressivism placed heavy emphasis on activity-based curriculum, relevant curriculum and humanistic curriculum. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 15

16. Psychological determinants of curriculum Knowledge of the nature of the learner and learning process and the condition facilitating optimum learning. Knowledge of growth and development Intelligence, development capacities. Curriculum to be child centered , learning experiences should be provided in accordance with the mental development of the learner. Interests of the learner. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 16

17. So, curriculum makers should see if the curriculum they plan on a psychological basis by asking the following questions and conforming that the answers are positive ; Is the curriculum designed keeping is view the needs and interest of the learners? Is it graded and sequenced according to the age and particular stage of the development of the learners? Is it flexible enough to make allowances for the individual differences among learners? Does it foster a sense of innovation and independent thinking in individuals besides the acceptances of group norms? Does it develop a realistic confidence besides tolerance to other’s views in the area of the learning? Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 17

18. Scientific : To achieve complete development of an individual & to prepare for complete living i.e. human activities in 5 categories: self preservation self protection promote human protection social & political protection proper utilization of leisure time. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 18

19. Geographical aspect of curriculum Geographical aspect of curriculum must addresses both national and international. But, generally geographical aspect of curriculum is confined within national or local contexts, while many geography curricula promote relatively narrow national agendas. Proof of this can be seen in most of the introductory textbooks of that we use. So, the geographical curriculum should be designed in a way that it promote, education as an effective media to reflect the geographical needs of the community i.e. Dynamic, flexible and progressive. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 19

20. Economics Enables the youngsters to participate efficiently in their economic life. Inculcates in them respect for different vocations and professions and creates the dignity of labour . Develops desirable economic attitudes Aids them in promoting the economic progress. To develop each individual to the optimum possible progress level. Aims at educating for the vacation and vocation. It is functional and economically utilitarian. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 20

21. Sociological determinants of curriculum Cortes defines this societal curriculum as the massive, ongoing, informal curriculum of family, neighbourhoods, Peer groups, occupations, organizations, mass-media & other socializing forces that "educate" all of us throughout our lives. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 21

22. Changing values of the people. Demands of modern society. Good family, ways of life. Democratic temper of the society. Faith beliefs and the attitudes of the people. Core values and needs of Indian societies. Media explosion Regional and national imbalances Economic efficiency Education for fellowship and leadership Creative and purposeful activities Cultural, political factors Knowledge attitudes and beliefs. Cooperation Following are the sociological determinants of curriculum : Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 22

23. According to educational sociologist curriculum must include subjects like : Health and physical education Social studies Languages Mathematics Music & Art Applied arts General science Vocational subjects. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 23

24. Political : To develop democratic values of: social justice Equity Socialism rights & duties. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 24

25. The value building national goals to be considered in preparing the National Core Curriculum are as follows: Growth as human being and membership in society Requisite knowledge and skills Promotion of knowledge ability, equality and lifelong learning. Internationalisation of the curriculum is the process of designing a curriculum that meets the needs of an international student body . Ultimately, the process is about 'fair play '. The ideal international curriculum provides equably for the learning ambitions of all students, irrespective of their national, ethnic, cultural, social class - caste or gender identities. National and International Context Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 25

26. Multicultural Curriculum A Multicultural curriculum is the integration of ideals into a schools courses of study that nurture the practice that hopes to transform the ways in which students are instructed by giving equal attention to the contributions of all the groups in a society. It must be well-conceived, sensitive, thorough, and include the histories, experiences, traditions, and cultures of students in the classroom. A multicultural curriculum recognizes language diversity and promotes the attitude that all languages and dialects are valid communicating systems for some groups. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 26

27. Goals of a Multicultural Curriculum To help students from diverse cultures learn how to transcend their cultural borders and engage in dialogue and action essential for a balanced democratic political system and way of life. To prepare students for global citizenship. To help students understand and appreciate cultural differences and similarities and to recognize the accomplishments of diverse ethnic, racial, and socioeconomic groups. To help students understand the significant historical experiences and basic cultural patterns of ethnic groups, the critical contemporary issues and social problems confronting each of them, and the dynamic diversity of the experiences, cultures, and individuals within each ethnic group. To help individuals function easily and effectively with members of their own and other racial, ethnic, and cultural groups by providing opportunities for students to explore lines of cross-cultural communication and to experiment with cross-ethnic and cross-cultural functioning. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 27

28. Multilingualism Curriculum The Multilingualism Curriculum seeks to realize an inclusive approach to language education. Its aim is to help students navigate their way through a world of linguistic diversity, to enable them to become autonomous and goal-focused learners who can acquire new language qualifications and develop the skills necessary to cope with multilingual situations and settings. The curriculum also supports the development of individual language profiles by encouraging learners to draw on existing linguistic resources, to identify links and connections between their various languages and embed this knowledge into more general linguistic insights. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 28

29. The goal is to go beyond the provisions of individual language curricula and arrive at; more comprehensive and differentiated view of the linguistic reality of contemporary society the integration of language learning in personal development a more general validity of acquired knowledge and skills more cooperation between the different subject areas. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 29

30. Conclusion Curriculum is organised and designed to achieve the social purpose of education. It is an effective instrument of social control. Education is not to be confined to the study of a few subjects alone but is to present any epitomised study of the diversified social life. ‘ Lead to the development of genuine “ we feeling” i.e. of a group having a spirit of social interaction.’ Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 30

31. Compiled by, Rupa Gupta (Asst. Prof.), Regional Institute of Education (NCERT), Bhubaneswar 31