Philosophical bases of curriculum

Philosophical foundations of curriculum

1. Unit – II Philosophical Foundation of Curriculum Dr.M.Deivam Assistant Professor Department of Education The Gandhigram Rural Institute (Deemed to be University) Gandhigram, Dindigul , Tamil Nadu – 624 302 Curriculum and School

2. PHILOSOPHY The term has been derived from two Greek words, ‘ Philos ’ means love and ‘Sophia’ means wisdom. Philosophy means love for knowledge or passion for learning. MEANING OF PHILOSOPHY: Philosophy as: Love of knowledge An Activity A comprehensive picture of the universe A guide to a way of life Philosophy and Science

3. Three branches of Philosophy Metaphysics – deals with reality Epistemology – deals with knowledge Axiology – deals with values

4. Relationship between Education and Philosophy Education and Life are interdependent . It is aptly remarked that without philosophy, education would be a blind effort and without education philosophy would be cripple. Education is the dynamic side of philosophy – Adams ( The great scholars like Plato, and Aristotle wanted that their philosophies should be given practical shape. The shape can be given only through well planned education system. )

5. Cont., Philosophy points out the way, and education follows it. Education thus becomes the best means for the promotion of philosophy. For the good of life, for the good of the individual and for the good of society, we need direction. The art of education will never aim at complete clearness without philosophy. Every aspect of education is influenced by philosophy and so the ultimate questions of philosophy are all the basic questions of education.

6. Cont., Philosophy is the bedrock for the entire system of education. Great philosophers have been greet educators like Swami Vevekananda , Sri Aurobindo , Rabindranath Togore , Radhakrishnan , Mahatma Gandhi etc. Philosophy and Education are the two sides of the same coin – Ross. The ultimate questions of education are the questions of philosophy.

7. John Goodlad (1984) Philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculums. It helps the curriculum developers to answer questions such as: What subjects are of value? How students learn? What methods and materials to use? It also provides them with a basis for dealing with precise tasks and for making such decision as what workbook, textbooks, or other cognitive and non-cognitive activities to utilize and how to utilize them, what homework to assign and how much of it, how to test students and how to use the test results, and what courses and subject matter to emphasize.

8. Idealism The aim of education is to discover and develop each individuals abilities and full moral excellence in order to better serve society. The curricular emphasis is subject matter of mind: literature, history, philosophy and religion. Teaching methods focus on handling ideas through lecture, discussion and questioning

9. Naturalism Naturalism advocates the selection of learning experience according to the present needs, interests and activities of the child. It insists that adult interference should be reduced to the minimum and that the child should grow up in the free atmosphere. 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. They believe in discipline by natural consequences

10. Pragmatism The pragmatist visualized the relationship between man and the world as one of perpetual (continuous) growth towards a dynamic equilibrium. The utility theory of truth is to the effect that truth is what worked in practice. It is based on change, process and relatively. It constructs knowledge as a process in which reality is constantly changing and rejects the dogmas of pre-conceived truths and external values. Pragmatic curriculum reflects practical utilitarian subjects.

11. Cont., The curriculum designed based on the principle of utility, integration and child’s personal needs, interests and experience. Methods: Learning by doing, project method, Integrated method and learning by life experiences 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.

12. Realism Realism is a philosophy of common sense and science. Physical world is real , senses are gateways of knowledge Truths are discovered through observation and experimentation. The real world exists exclusive of the perception and interpretation of the perceiver (observer). The realist views the world in terms of objects and matter. People can come to know the world through their senses and their reason.

13. Cont., Realistic curriculum reflects the material world, physical science and quantitative aspects of education. The realist curriculum consists of the organized, separate subject matter of the physical world that classifies objects. Realism advocates the study of the law of nature and the accompanying universal truths of the physical world. Activities that require mastering facts and information on the physical world are significant aspects of realist methodology. 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.

14. Existentialism Existentialism emphasizes individualism and personal self- fulfilment . Existentialists believe in the individual’s freedom, they no not advocate any rigid curriculum. They recognise the ’individual differences’’ and wish to have diverse curricula suiting the needs, abilities and aptitudes of the individual. The central place is given to humanities, poetry, drama, music, art, novels etc. Teach social sciences for inculcating moral obligation and for knowing the relationship of the individual to a group.

15. Eclectic Approach No school follows any one of these educational philosophies strictly. Actually schools tend to draw eclectically (taking the good of every philosophy) upon more than one philosophy to create the kind of their parents, administrator and teaching staff would desire. However, it is desired for curriculum planner to know the common available educational philosophies to give the best of the education.

16. 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.

17. Educational Philosophy Although aspects of educational philosophy can be derived from the roots of idealism, realism, pragmatism and existentialism, a common approach is to provide a pattern of educational philosophies which derives from the major schools of philosophy some of which have been touched upon above. Here, we shall be looking into the following four educational philosophies for their implications in the area of curriculum development. i ) Perennialism (Rooted from realism) ii) Progressivism (Rooted from Idealism and realism) iii) Essentialism (Rooted from Pragmatism) iv) Reconstructionism (Rooted from Pragmatism)

18. Four Educational Philosophies Relating to curriculum Educational Philosophy Area of focus 1. Perennialism The focus in the curriculum is classical subjects, literary analysis and considers curriculum as constant. 2. Essentialism The essential skills of the 3 R's and essential subjects of English, Science, History, Math and Foreign Language is the focus of the curriculum.

19. Cont., 3. Progressivism The curriculum is focused on students' interest, human problems and affairs. The subjects are interdisciplinary, integrative and interactive 4. Reconstructionism The focus of the curriculum is on present and future trends and issues of national and international interests

20. Perennialism Perennialism is rooted in realism. The curriculum of perennialists includes 3Rs, moral and religious training; Greek, Latin, grammar, logic and geometry; the liberal arts. It concentration is on teaching the three R’s by group studies, tutoring,, written composition, arithmetic and spelling. They cherished the universally agreed upon knowledge and cherished values of the society.

21. Cont., They have advocated subject centered curriculum, which is the defined discipline or logically organized bodies of content. They have emphasized on language, literature, mathematics, arts and science. Teacher is an authority. Teachers are expected to have master over their subject. Teaching was primarily based on Socratic method, oral exposition and lecture.

22. Cont., Students interests are irrelevant. They assume that students are still immature and lack judgment to determine what is the best knowledge and values. Only one common curriculum is offered to all the students with partial emphasis on technical, vocational and elective education.

23. Essentialism Essentialism is rooted in idealism and realism. The curriculum of essentialists includes 3Rs at elementary level. Core subjects at high school level. Essentialism tried to instill all the students with the most essential or basic academic knowledge and skills and character development. Essentialists believe that teachers should try to embed traditional moral values and virtues such as respect for authority, perseverance, fidelity to duty, consideration for others, and intellectual knowledge that students need to become model citizens.

24. Cont., The foundation of essentialists curriculum is based on traditional disciplines such as maths , natural science, history, foreign language and literature. In the essentialist system, students are required to master a set of body of information and basic techniques for their grade level before they are promoted to the next higher grade. The contents gradually moves towards more complex skills and detailed knowledge.

25. Cont., The teacher should serve as an intellectual and moral role model for the students. The teacher also focus on achievement test scores as a means of evaluating progress. Essentialists hope that when students leave school, they will not only possess basic knowledge and skills, but they will also have disciplined, practical minds, capable of applying lessons learned in school in the real world. An example of essentialism would be lecture based classes at universities. Students sit and take notes in a classroom which holds over one hundred students.

26. Progressivism Progressivism is focused on providing students with the skills and knowledge necessary not only to survive but also to succeed in a contemporary and competitive society. 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. Very few schools adopt a single philosophy, in practice, most schools combine various philosophies.

27. Cont., Progressivism curriculum that promotes education aimed at helping students to develop the kind of problem solving skills that will enable them to function successfully in a competitive society. The teacher teaches problem solving, inquiry, cooperation and self-discipline. He teaches through activities, experiments, problem solving, projects and thematic approaches. The role of teacher is to facilitate learning by posing questions for the students that exercise their minds in a practical manner.

28. Cont., Teacher encourage creative thinking and as well as analytic thinking . The learning environment is collaborative and democratic, giving opportunity for all to speak their minds and receive feddback from peers as well as the teacher. The major focus of this progressive movement was on the child rather than the subject.

29. Reconstructionism The term reconstructionism was coined by John Dewey but Theodre Brameld is often considered as the founder. It views education as a means of reconstructing society. Put school in the forefront in remaking society Believe that as school/college is attended by all youth, it must be used as a means to shape the attitudes and values of each generation. As a result, when the youth become adults they will share certain common values, and thus the society will have reshaped itself.

30. Cont., The Philosophy of Reconstructionism contains two major premises: 1) Society is in need of constant reconstruction or change, and 2) such social change involves a reconstruction of education and the use of education in reconstructing society. Reconstructionists believe that the teacher should be an educational activist. She should be a person who is aware of what is going on in society and has an opinion and is able to discuss this with the students.

31. Cont., .The subject matter is to be used as a vehicle for studying social problems which must serve as the focus of the curriculum. The following gives us a view of the reconstructionist programme of education: a) critical examination of the cultural heritage of a society as well as the entire civilization; b) scrutiny of controversial issues; c) commitment to bring about social and constructive change; d) enhancement of cultural renewal and internationalism. Curriculum advocated by deconstructionists emphasizes the social sciences-history, political science, economics, sociology, psychology and philosophy-and not the pure sciences.

32. Conclusion curriculum development is heavily influenced by philosophy