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PHILOSOPHICAL AND PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM 
INTRODUCTION 
A comprehensive view of the curriculum requires a consideration of the nature and needs of 
the individual, the aspirations and requirements of society, and the process by which the 
individual incorporates experience. As the study on curriculum is very wide, the audience 
chosen should be from all walks of life.Important to the discussion are four foundations of 
curriculum; philosophical, historical, psychological, and social impacting education in our past and 
present day educational system. Each of the four major foundations has played a significant role in 
curriculum development, instructional practices and curriculum development 
PHILOSOPHICAL FOUNDATIONS 
Based upon fundamental beliefs that arise from one's philosophy of Education, curricular 
decisions involve consideration of several topics and issues. Precisely for this reason, we 
consider philosophy one of the major foundation areas in curriculum. In this section, we 
shall explore several different philosophies of education that influence curricular dec isions. 
Philosophy and Curriculum 
Studying philosophy helps us deal with our own personal systems of beliefs and values, i.e., 
the way we perceive the world around us and how we define what is important to us. As 
philosophical issues have always influenc ed society and institutions of learning, a study of 
the philosophy of education in terms of Curriculum development is essential. 
In essence, a philosophy of education influences, and to a large extent determines, our 
educational decisions and alternatives. Those who are responsible for curricular decisions, 
therefore, should be clear about what they believe. If we are unclear or confused about our 
own beliefs, then our curricular plans are bound to be unclear and confusing. One important 
step in developing a personal philosophy of education is to understand the various 
alternatives that others have developed over the years. Here we shall look into the following 
four major philosophical positions that have, hitherto, influenced curriculum development. 
i ) Idealism 
ii) Realism 
iii) Pragmatism 
iv) Existentialism 
i ) Idealism 
The doctrine of idealism suggests that matter is an illusion and that reality is that which 
exists mentally. It emphasizes moral and spiritual reality as the chief explanation of the 
world and considers moral values absolute, timeless and universal. 
ii) Realism 
What kind of philosophy will that be? 'Realists' consider Education a matter of reality rather 
than speculation. Application, The paramount responsibility of the teacher, then, is to impart 
to learners the knowledge about the world they live in. What scholars of various disciplines 
have discovered about the world constitutes this knowledge. 
iii) Pragmatism 
To consider, therefore, what is changeless (idealism) and inherited the perceived universe 
(rea1ism) and to discard social and/or perceptual change is detrimental to the overall 
development and growth of children. You can now visualize how pragmatism would have 
influenced the framing of curriculum. 
If we are unclear about our philosophy of education,our curriculum plans and teaching 
procedures will tend to be inconsistent and confused. This being so, we should be aware of 
the fact that development and awareness of a personal philosophy of education is a crucial 
professional responsibility. Further, we need to be constantly open to new ideas and insights 
that may lead to a revision or refinement of our philosophies. Our position should be that no
single philosophy, old or new, should serve as the exclusive guide for making decisions 
about curriculum. What we, as curriculum specialists, need to do, is to adopt an eclectic 
approach, in which there is no emphasis on the extremes of subject matter or socio-psychological 
development, excellence or quality. In essence, what we need is a prudent 
philosophy-one that is politically and economically feasible and that serves the needs of 
students and society. It is here that open distance education comes forth with its promises 
for the future. 
PSYCHOLOGICAL FOUNDATIONS 
By providing a basis for understanding the teaching/learning process, educational 
psychology deals with how people learn. By implication, it emphasizes the need to recognize 
diversity among learners. However, it is also true that people share certain common 
characteristics. Among these are basic psychological needs which are necessary for 
individuals to lead a full and happy life. In this section, we shall be talking about the major 
learning theories and their contribution to curriculum development. Besides, we shall touch 
upon the basic psychological needs of individuals and reflect on their translation into 
curriculum. 
We shall at this juncture remind ourselves that our main thrust will be on the contributions 
made by the theories of learning for curriculum development. Let us therefore make it clear 
that we are not, right now, interested in studying the theories of learning in detail, which 
has already been done to some extent in earlier courses on distance education. 
Learning theories and curriculum 
For the sake of convenience we have classified the major theories of learning into the 
following groups: 
i) Behaviorist theories which deal with various aspects of stimulus- response and 
reinforcement scheme; 
ii) Cognitive theories which view the learner in relationship with the total environment; and 
iii) Phenomenology which emphasizes the affective domain of learning. 
Let us take up each of them in the given order and examine its contribution to curriculum 
development. 
CONCLUSION 
Philosophy gives an objective to our actions. Philosophy provides educators, in particular, curriculum 
decision makers, with a framework or frameworks for organizing schools and classrooms.A Philosophical 
foundation of curriculum is essential, because its principles have united historical, social, and 
psychological foundations together as a unifying body to meet the social, emotional, and moral needs 
student, schools and teachers. On any given day educators face many challenges to finding the best 
solution for challenges. A philosophical approach gives direction in meeting those challenges and 
solutions. prior knowledge is useful in the construction of curriculum, time in planning lessons, what 
will be included in the curriculum. Based on a philosophical foundation educators can meet those 
challenges. But the key to remember all curriculum choices need a unified direction and purpose in 
achieving set goals, and objectives.

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Philosophical and psychological foundations of curriculum

  • 1. PHILOSOPHICAL AND PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM INTRODUCTION A comprehensive view of the curriculum requires a consideration of the nature and needs of the individual, the aspirations and requirements of society, and the process by which the individual incorporates experience. As the study on curriculum is very wide, the audience chosen should be from all walks of life.Important to the discussion are four foundations of curriculum; philosophical, historical, psychological, and social impacting education in our past and present day educational system. Each of the four major foundations has played a significant role in curriculum development, instructional practices and curriculum development PHILOSOPHICAL FOUNDATIONS Based upon fundamental beliefs that arise from one's philosophy of Education, curricular decisions involve consideration of several topics and issues. Precisely for this reason, we consider philosophy one of the major foundation areas in curriculum. In this section, we shall explore several different philosophies of education that influence curricular dec isions. Philosophy and Curriculum Studying philosophy helps us deal with our own personal systems of beliefs and values, i.e., the way we perceive the world around us and how we define what is important to us. As philosophical issues have always influenc ed society and institutions of learning, a study of the philosophy of education in terms of Curriculum development is essential. In essence, a philosophy of education influences, and to a large extent determines, our educational decisions and alternatives. Those who are responsible for curricular decisions, therefore, should be clear about what they believe. If we are unclear or confused about our own beliefs, then our curricular plans are bound to be unclear and confusing. One important step in developing a personal philosophy of education is to understand the various alternatives that others have developed over the years. Here we shall look into the following four major philosophical positions that have, hitherto, influenced curriculum development. i ) Idealism ii) Realism iii) Pragmatism iv) Existentialism i ) Idealism The doctrine of idealism suggests that matter is an illusion and that reality is that which exists mentally. It emphasizes moral and spiritual reality as the chief explanation of the world and considers moral values absolute, timeless and universal. ii) Realism What kind of philosophy will that be? 'Realists' consider Education a matter of reality rather than speculation. Application, The paramount responsibility of the teacher, then, is to impart to learners the knowledge about the world they live in. What scholars of various disciplines have discovered about the world constitutes this knowledge. iii) Pragmatism To consider, therefore, what is changeless (idealism) and inherited the perceived universe (rea1ism) and to discard social and/or perceptual change is detrimental to the overall development and growth of children. You can now visualize how pragmatism would have influenced the framing of curriculum. If we are unclear about our philosophy of education,our curriculum plans and teaching procedures will tend to be inconsistent and confused. This being so, we should be aware of the fact that development and awareness of a personal philosophy of education is a crucial professional responsibility. Further, we need to be constantly open to new ideas and insights that may lead to a revision or refinement of our philosophies. Our position should be that no
  • 2. single philosophy, old or new, should serve as the exclusive guide for making decisions about curriculum. What we, as curriculum specialists, need to do, is to adopt an eclectic approach, in which there is no emphasis on the extremes of subject matter or socio-psychological development, excellence or quality. In essence, what we need is a prudent philosophy-one that is politically and economically feasible and that serves the needs of students and society. It is here that open distance education comes forth with its promises for the future. PSYCHOLOGICAL FOUNDATIONS By providing a basis for understanding the teaching/learning process, educational psychology deals with how people learn. By implication, it emphasizes the need to recognize diversity among learners. However, it is also true that people share certain common characteristics. Among these are basic psychological needs which are necessary for individuals to lead a full and happy life. In this section, we shall be talking about the major learning theories and their contribution to curriculum development. Besides, we shall touch upon the basic psychological needs of individuals and reflect on their translation into curriculum. We shall at this juncture remind ourselves that our main thrust will be on the contributions made by the theories of learning for curriculum development. Let us therefore make it clear that we are not, right now, interested in studying the theories of learning in detail, which has already been done to some extent in earlier courses on distance education. Learning theories and curriculum For the sake of convenience we have classified the major theories of learning into the following groups: i) Behaviorist theories which deal with various aspects of stimulus- response and reinforcement scheme; ii) Cognitive theories which view the learner in relationship with the total environment; and iii) Phenomenology which emphasizes the affective domain of learning. Let us take up each of them in the given order and examine its contribution to curriculum development. CONCLUSION Philosophy gives an objective to our actions. Philosophy provides educators, in particular, curriculum decision makers, with a framework or frameworks for organizing schools and classrooms.A Philosophical foundation of curriculum is essential, because its principles have united historical, social, and psychological foundations together as a unifying body to meet the social, emotional, and moral needs student, schools and teachers. On any given day educators face many challenges to finding the best solution for challenges. A philosophical approach gives direction in meeting those challenges and solutions. prior knowledge is useful in the construction of curriculum, time in planning lessons, what will be included in the curriculum. Based on a philosophical foundation educators can meet those challenges. But the key to remember all curriculum choices need a unified direction and purpose in achieving set goals, and objectives.