Curriculum - Wikipedia, the free encyclopedia
Here is the problem.....
Traditional Points of View of Curriculum
In the early years of the
20th century, the traditional concepts held of the "curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn." It was synonymous to the "course of study" and "syllabus".
Robert M. Hutchins views curriculum as "permanent studies" where the rules of grammar, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize 3 Rs and college education should be grounded on liberal education. On the other hand,
Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language.
This definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages and many more. To Phenix, curriculum should consist entirely of knowledge which comes from various disciplines.
Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological, and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics.
Progressive Points of View of Curriculum
On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and list of courses of specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on
John Dewey's definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application.
Caswell and Campbell viewed curriculum as "all experiences children have under the guidance of teachers." This definition is shared by Smith, Stanley and shores when they defined "curriculum as a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting."
Marsh and Willis on the other hand view curriculum as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students
we are using the progressive version of teaching bs crap in classes...you cant teach life...teach subjects that matter and let people learn life on their own....