SlideShare une entreprise Scribd logo
1  sur  29
Philosophical bases of curricu
Philosophy is the end and education is
the means to achieve that end
Philosophy determines the goal of life and
education tries to achieve the goal
Curriculum is positively correlated with the
needs and requirements of the society
The contents of curriculum change to suit
the prevalent ideologies and social ways of
thinking
Philosophy provides curriculum specialists with a framework for broad issues and
tasks, in general what experiences and activities to stress in schools and
classrooms.
Relationship between Education and
Philosophy in the modern world
The basic relationship between philosophy and education
•It is philosophy, that provides the purpose or the aim and it is education
which makes it practical.
•Philosophy shows the way and education moves on in that direction.
•Education is the modification of behaviour, the direction in which,
modification to be carried out is determined by philosophy.
•Education is a laboratory where philosophic theories and speculations
are tested and made concrete. Education may, therefore, be rightly
called applied philosophy.
•Philosophy is wisdom; education transmits that wisdom from one
generation to the other.
•Philosophy is in reality the theory of education.
Philosophy formulates the method, education its process.
Metaphysics or the discussion about
the nature of ultimate reality and the
cosmos
Epistemology or the theory of
knowledge
Ethics, the theory of morality
Aesthetics or the discussion of beauty
Logic or the study of ideal method of
thought and reasoning
• The focus in the curriculum is classical
subjects, literary analysis and considers
curriculum as constant
Perennialism
• 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
Essentialism
• The curriculum is focused on students'
interest, human problems and affairs.
• The subjects are interdisciplinary,
integrative and interactive
Progressivism
• The focus of the curriculum is on present
and future trends and issues of national
and international interests
Reconstructionis
m
Philosophicalbasesof
curriculum
Schools of Philosophy and their impact on education
Teacher is considered to
be an authority and serves
as a living ideal
subjects called ‘Humanities’ like
History, Literature, Philosophy,
Culture and region and various
fine arts and physical education
are included
Science and mathematics too find place to
stimulate intellectual development
Books are considered as treasure
house of knowledge
Mind or spirit is
the essential
world
Promoting
the
intellectual
growth and
the self
realization
Subject centred
curriculum
Should
attain
mastery
Realism
Matter is everything
Sense organs are gateways of knowledge
Philosophy of life and philosophy of education both are
determined by the interaction between man and his
environment
Values remain unchanged
Developing the rational person
Subjects are chosen based on their characteristics
Physical sciences and mathematics are given priority
Study of literature
All components of general education
including language study, physical education,
music, drawing, paintings etc.
Vocational education for higher classes
Pragmatism
Change,
growth and
developme
nt - goals
of life
Advocates
scientific
method to
solve man’s
problems
No
knowledge
is final or
eternal
Human
experience
alone is
real
Man
creates his
own values
life centred
curriculum
Aim of
education is
not to
prepare the
child for any
future life
Naturalism
Reality is ‘Nature’
itself
Our senses are the
gateways of
knowledge
‘learning by doing’ is
given precedence
Basically all organisms
are innately pure and
good
Science subjects with
nature are given
•It recommends for
Self expression
Succeed in the struggle for
existence
 Autonomous development of
individuality
Sensory training
Redirection and sublimation of
natural instincts
Education in accordance with the
nature of the child
Every society expects its schools:
•To preserve the culture and transmit it to the
young children (socialization)
•To help learners to meet the pressing social
needs’
•To prepare the learners for the future society
The society influences the school curriculum
only those subjects and activities should be
included in the curriculum which is useful from the
point of view of society.
Leisure
Culture
Home
Membership
Occupation
Skills
School curriculum is expected to put emphasis
on:
•Training and research
•Specialized skills for new work culture
•Discovery and encouragement of creativity
•Preparation of the environment for the future
•Peace Education
•Computer Education
Human Ecology
•Small family norm, delayed marriage, responsible
parenthood, status of women attitudes towards family
planning
•Environmental concepts should also find a place in
school curriculum.
•Afforestation and Deforestation
•Conservation of forests and animals
•Conservation of rain and water
•Soil erosion, preservation of green lands
•Water, air and chemical pollutions
Population growth emphasizes the
following in school curriculum
Psychological bases of curriculum
Education is for the child and not that child is for
education
Child is the centre of educational process
Child develops through various stages - curriculum should be
so flexible
Each child to develop along his natural path and progress
at his own speed
The curriculum should contain various sports, games,
creative activities
Skinner and Thorndike are the important behavioural psychologists.
Behavioural psychology deals with observable responses or behaviour of
the learners
•Micro Teaching
•Instructional training modules
•Individualized learning’
•Direct instruction’
•Mastery learning
•Computer Assisted Instruction
•Bahavioural objectives
Cognitive Psychology deals with the thinking process of the learners. Piaget,
Bruner, Gagne and Guilford are the chief cognitive psychologists
•Develop divergent thinking, reflective
thinking and critical thinking
•Develop imagination’
•Develop the problem solving skill
•Develop creativity
•Develop proper perception
Humanistic Psychology
Humanistic Psychology is considered to be the recent learning theory. Maslow
and Rogers are the important humanistic psychologists
Positive attitude and feelings
Self actualization
Freedom to learn
Value clarification
Becoming a person
Self direction
Simple learning experiences are recommended for the nursery
school children, whereas advanced and abstract ideas and concepts
are recommended for high school children.
Instructional objectives
Contents
Teacher methodology’
Evaluation
Curriculum content
Criteria of selection of
content
Self-sufficiency
Significance
Validity
Interest
Utility
Learnability
Feasibility
Orientation of democratic values
Content organization
Principles of organizing the selected content
Sequencing
Continuity
Integration
Logical organization
Psychological organization
Concentric organization
Topical organization
Unit organization
Modular organization
Logical organization
The arrangement of contents in a natural
sequence is called logical organization. The
contents are logically organized in the following
ways
•Sequence from the known to the unknown
•Sequence from the simple to the complex
•Sequence from the concrete to the abstract
•Sequence from observation to reasoning
•Sequence from a whole to a more detailed view
According to this approach, children in the primary
classes begin to develop simple generalizations and
as they progress through high classes, they work with
difficult arrangement of information.
•The same facts are repeated again and again
•Hurried and temporary references will not be helpful
in understanding complex problems.
Concentric organization
Limitations
Topical organization
The nature of the topics varies in accordance with the
age, ability and interests of the children.
It discusses all the aspects of the problem and gives an
overall view of that particular problem.
Merits
•It provides a solution for dealing with vast material in a
logical and rational fashion.
•It helps the pupils to understand the facts
•It can be adapted according to the age, ability and
aptitude of the children.
Unit organization
The ‘unit’ is an organization of various activities,
experiences and types of learning around a central problem
or purpose, developed co-operatively by a group of pupils
under teacher leadership; involves planning, execution of
plans and evaluation of results.
Characteristics of the unit
•It is a purposeful learning experience
•It has significant content
•It is comprehensive enough to have scope and unity
•It involves pupils through active participation
•It develops competent skills.
Advantages
i.The unit method is well suited for the growth and
development of the abilities and skills
ii.The organization of experiences and materials into
units facilitates the child learning significant
relationships, concepts and processes.
iii.The unit, because of its flexibility provides facility in
adopting instruction to individual differences of
children
iv.In a unit, the needs of the learner are given top
consideration.
Modular Organization
The arrangement of the material in ‘modules’ is called
modular organization.
The contents in a module are organized in such a way
that students can study in groups or individually.
There is a sequence in the modules from one year to
the next. Within a year, a student can learn several
modules having different difficulty levels.
In general, modules are well structured self instructional
programme containing self study materials, enrichment
exercises, self tests and remedial exercises.

Contenu connexe

Tendances

philosophical sociological psychological of curriculum development
philosophical sociological psychological of curriculum developmentphilosophical sociological psychological of curriculum development
philosophical sociological psychological of curriculum developmentANALUZFUENTEBELLA
 
Curriculum its meaning, nature and scope
Curriculum   its meaning, nature and scopeCurriculum   its meaning, nature and scope
Curriculum its meaning, nature and scopevalarpink
 
Teacher centered education
Teacher centered educationTeacher centered education
Teacher centered educationÇútê Gírl
 
Research in teacher education
Research in teacher educationResearch in teacher education
Research in teacher educationSarwatFatma1
 
Pre service & in-service teacher education
Pre service & in-service teacher educationPre service & in-service teacher education
Pre service & in-service teacher educationSUBHANKAR HALDAR
 
Types of curriculum design (1)
Types of curriculum design (1)Types of curriculum design (1)
Types of curriculum design (1)Amina Tariq
 
Curriculum (formative & summative) evaluation
Curriculum (formative & summative) evaluationCurriculum (formative & summative) evaluation
Curriculum (formative & summative) evaluationDrGavisiddappa Angadi
 
PRINCIPLES OF CURRICULUM
PRINCIPLES OF CURRICULUMPRINCIPLES OF CURRICULUM
PRINCIPLES OF CURRICULUMParvathy V
 
Teacher Education- Aims and Objectives
Teacher Education- Aims and ObjectivesTeacher Education- Aims and Objectives
Teacher Education- Aims and Objectivessj202
 

Tendances (20)

Curriculum determinants
Curriculum  determinantsCurriculum  determinants
Curriculum determinants
 
philosophical sociological psychological of curriculum development
philosophical sociological psychological of curriculum developmentphilosophical sociological psychological of curriculum development
philosophical sociological psychological of curriculum development
 
Core curriculum
Core curriculumCore curriculum
Core curriculum
 
Learner centred curriculum
Learner centred curriculumLearner centred curriculum
Learner centred curriculum
 
Curriculum transaction
Curriculum transactionCurriculum transaction
Curriculum transaction
 
Philosophical bases of curriculum
Philosophical bases of curriculumPhilosophical bases of curriculum
Philosophical bases of curriculum
 
Curriculum its meaning, nature and scope
Curriculum   its meaning, nature and scopeCurriculum   its meaning, nature and scope
Curriculum its meaning, nature and scope
 
Teacher centered education
Teacher centered educationTeacher centered education
Teacher centered education
 
Research in teacher education
Research in teacher educationResearch in teacher education
Research in teacher education
 
Pre service & in-service teacher education
Pre service & in-service teacher educationPre service & in-service teacher education
Pre service & in-service teacher education
 
Types of curriculum design (1)
Types of curriculum design (1)Types of curriculum design (1)
Types of curriculum design (1)
 
Curriculum (formative & summative) evaluation
Curriculum (formative & summative) evaluationCurriculum (formative & summative) evaluation
Curriculum (formative & summative) evaluation
 
Curriculum organization
Curriculum organizationCurriculum organization
Curriculum organization
 
PRINCIPLES OF CURRICULUM
PRINCIPLES OF CURRICULUMPRINCIPLES OF CURRICULUM
PRINCIPLES OF CURRICULUM
 
Principles of curriculum construction
Principles of curriculum constructionPrinciples of curriculum construction
Principles of curriculum construction
 
Phases and stages of teaching
Phases and stages of teachingPhases and stages of teaching
Phases and stages of teaching
 
concentric approach of organizing curriculum
concentric approach of organizing curriculumconcentric approach of organizing curriculum
concentric approach of organizing curriculum
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
 
Teacher Education- Aims and Objectives
Teacher Education- Aims and ObjectivesTeacher Education- Aims and Objectives
Teacher Education- Aims and Objectives
 
Models of teaching
Models of teachingModels of teaching
Models of teaching
 

En vedette

Bases of curriculum planning part 1
Bases of curriculum planning part 1Bases of curriculum planning part 1
Bases of curriculum planning part 1Mina Badiei
 
Components of Curriculum
Components of CurriculumComponents of Curriculum
Components of CurriculumPearly Esperida
 
Components of a curriculum
Components of a curriculumComponents of a curriculum
Components of a curriculumRita May Tagalog
 
Curriculum- Basic Concept
Curriculum- Basic ConceptCurriculum- Basic Concept
Curriculum- Basic ConceptDeepty Gupta
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum developmentcuterodz042909
 

En vedette (6)

Bases of curriculum planning part 1
Bases of curriculum planning part 1Bases of curriculum planning part 1
Bases of curriculum planning part 1
 
Components of Curriculum
Components of CurriculumComponents of Curriculum
Components of Curriculum
 
Components of a curriculum
Components of a curriculumComponents of a curriculum
Components of a curriculum
 
Curriculum evaluation model
Curriculum evaluation modelCurriculum evaluation model
Curriculum evaluation model
 
Curriculum- Basic Concept
Curriculum- Basic ConceptCurriculum- Basic Concept
Curriculum- Basic Concept
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
 

Similaire à Bases of curriculum

Unit 1. Introduction of curriculum (1).pptx
Unit 1. Introduction of curriculum (1).pptxUnit 1. Introduction of curriculum (1).pptx
Unit 1. Introduction of curriculum (1).pptxTanzeelaBashir1
 
Unit 2. Introduction foundation of curriculum.pptx
Unit 2. Introduction foundation of curriculum.pptxUnit 2. Introduction foundation of curriculum.pptx
Unit 2. Introduction foundation of curriculum.pptxTanzeelaBashir1
 
philosophical and theoretical foundations of a curriculum
philosophical and theoretical foundations of a curriculumphilosophical and theoretical foundations of a curriculum
philosophical and theoretical foundations of a curriculummikelrenzcarino
 
foundationsofacurriculum-160226033113.pdf
foundationsofacurriculum-160226033113.pdffoundationsofacurriculum-160226033113.pdf
foundationsofacurriculum-160226033113.pdfPrincessMaryChatsama
 
Foundations of a curriculum
Foundations of a curriculumFoundations of a curriculum
Foundations of a curriculumarjay alteza
 
Foundations of education 831 unit 2 philosophical foundations of education ...
Foundations of education 831   unit 2 philosophical foundations of education ...Foundations of education 831   unit 2 philosophical foundations of education ...
Foundations of education 831 unit 2 philosophical foundations of education ...HafeezKhan218430
 
Educ-6-ppt (1).pptx Teaching and learning
Educ-6-ppt (1).pptx Teaching and learningEduc-6-ppt (1).pptx Teaching and learning
Educ-6-ppt (1).pptx Teaching and learningKurthHigayon
 
Curr development; Concepts, nature and purpose
Curr development; Concepts, nature and purposeCurr development; Concepts, nature and purpose
Curr development; Concepts, nature and purposenhiecu
 
Curriculum Development
Curriculum DevelopmentCurriculum Development
Curriculum DevelopmentAyushi Gupta
 
Introduction philosophy of education
Introduction philosophy of educationIntroduction philosophy of education
Introduction philosophy of educationMuhammad Imran
 
Foundations of curriculum
Foundations of curriculumFoundations of curriculum
Foundations of curriculumHennaAnsari
 
Topic 2 Philsosphy of edaucation.pptx
Topic  2 Philsosphy of edaucation.pptxTopic  2 Philsosphy of edaucation.pptx
Topic 2 Philsosphy of edaucation.pptxCasiusLim
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum developmentAndleebNayyar
 
Reon report on foundation of education Tarlac College of Agriculture
Reon report on foundation of education Tarlac College of Agriculture Reon report on foundation of education Tarlac College of Agriculture
Reon report on foundation of education Tarlac College of Agriculture Reon Zedval
 
Ed 106(CURRICULUM DEVELOPMENT)
Ed 106(CURRICULUM DEVELOPMENT)Ed 106(CURRICULUM DEVELOPMENT)
Ed 106(CURRICULUM DEVELOPMENT)Albie Cotas
 
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Leen Venti
 
Curriculum Concepts, Nature and Purposes.pptx
Curriculum Concepts, Nature and Purposes.pptxCurriculum Concepts, Nature and Purposes.pptx
Curriculum Concepts, Nature and Purposes.pptxClarenceMarasiganCas
 

Similaire à Bases of curriculum (20)

Foundations of curriculum
Foundations of curriculumFoundations of curriculum
Foundations of curriculum
 
Unit 1. Introduction of curriculum (1).pptx
Unit 1. Introduction of curriculum (1).pptxUnit 1. Introduction of curriculum (1).pptx
Unit 1. Introduction of curriculum (1).pptx
 
Compre-Review-Notes.ppt
Compre-Review-Notes.pptCompre-Review-Notes.ppt
Compre-Review-Notes.ppt
 
Unit 2. Introduction foundation of curriculum.pptx
Unit 2. Introduction foundation of curriculum.pptxUnit 2. Introduction foundation of curriculum.pptx
Unit 2. Introduction foundation of curriculum.pptx
 
philosophical and theoretical foundations of a curriculum
philosophical and theoretical foundations of a curriculumphilosophical and theoretical foundations of a curriculum
philosophical and theoretical foundations of a curriculum
 
foundationsofacurriculum-160226033113.pdf
foundationsofacurriculum-160226033113.pdffoundationsofacurriculum-160226033113.pdf
foundationsofacurriculum-160226033113.pdf
 
Foundations of a curriculum
Foundations of a curriculumFoundations of a curriculum
Foundations of a curriculum
 
Foundations of education 831 unit 2 philosophical foundations of education ...
Foundations of education 831   unit 2 philosophical foundations of education ...Foundations of education 831   unit 2 philosophical foundations of education ...
Foundations of education 831 unit 2 philosophical foundations of education ...
 
Educ-6-ppt (1).pptx Teaching and learning
Educ-6-ppt (1).pptx Teaching and learningEduc-6-ppt (1).pptx Teaching and learning
Educ-6-ppt (1).pptx Teaching and learning
 
Curr development; Concepts, nature and purpose
Curr development; Concepts, nature and purposeCurr development; Concepts, nature and purpose
Curr development; Concepts, nature and purpose
 
Curriculum Development
Curriculum DevelopmentCurriculum Development
Curriculum Development
 
Introduction philosophy of education
Introduction philosophy of educationIntroduction philosophy of education
Introduction philosophy of education
 
curriculum philosophy.pptx
curriculum philosophy.pptxcurriculum philosophy.pptx
curriculum philosophy.pptx
 
Foundations of curriculum
Foundations of curriculumFoundations of curriculum
Foundations of curriculum
 
Topic 2 Philsosphy of edaucation.pptx
Topic  2 Philsosphy of edaucation.pptxTopic  2 Philsosphy of edaucation.pptx
Topic 2 Philsosphy of edaucation.pptx
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
 
Reon report on foundation of education Tarlac College of Agriculture
Reon report on foundation of education Tarlac College of Agriculture Reon report on foundation of education Tarlac College of Agriculture
Reon report on foundation of education Tarlac College of Agriculture
 
Ed 106(CURRICULUM DEVELOPMENT)
Ed 106(CURRICULUM DEVELOPMENT)Ed 106(CURRICULUM DEVELOPMENT)
Ed 106(CURRICULUM DEVELOPMENT)
 
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
 
Curriculum Concepts, Nature and Purposes.pptx
Curriculum Concepts, Nature and Purposes.pptxCurriculum Concepts, Nature and Purposes.pptx
Curriculum Concepts, Nature and Purposes.pptx
 

Plus de valarpink

Technology Based Learning
Technology Based LearningTechnology Based Learning
Technology Based Learningvalarpink
 
Science routines
Science routinesScience routines
Science routinesvalarpink
 
DEVELOPMENT OF TEACHING LEARNING MATERIALS
DEVELOPMENT OF TEACHING LEARNING MATERIALSDEVELOPMENT OF TEACHING LEARNING MATERIALS
DEVELOPMENT OF TEACHING LEARNING MATERIALSvalarpink
 
Peace Education
Peace EducationPeace Education
Peace Educationvalarpink
 
Life skill humour
Life skill humourLife skill humour
Life skill humourvalarpink
 
Maladjustment
MaladjustmentMaladjustment
Maladjustmentvalarpink
 
Guidance and Counselling
Guidance and CounsellingGuidance and Counselling
Guidance and Counsellingvalarpink
 
Curriculum Change, Planning and Transaction
Curriculum Change, Planning and TransactionCurriculum Change, Planning and Transaction
Curriculum Change, Planning and Transactionvalarpink
 
Curriculum Evaluation
Curriculum EvaluationCurriculum Evaluation
Curriculum Evaluationvalarpink
 
Innovations in Teaching and Learning Process
Innovations in Teaching and Learning ProcessInnovations in Teaching and Learning Process
Innovations in Teaching and Learning Processvalarpink
 
Computer Literacy and Awareness in Schools
Computer Literacy and Awareness in SchoolsComputer Literacy and Awareness in Schools
Computer Literacy and Awareness in Schoolsvalarpink
 
Selection of topic
Selection of topic Selection of topic
Selection of topic valarpink
 

Plus de valarpink (20)

Technology Based Learning
Technology Based LearningTechnology Based Learning
Technology Based Learning
 
Science routines
Science routinesScience routines
Science routines
 
Welcome
WelcomeWelcome
Welcome
 
To Test
To TestTo Test
To Test
 
Check
CheckCheck
Check
 
Check
CheckCheck
Check
 
Year plan
Year planYear plan
Year plan
 
Web2 tools
Web2 toolsWeb2 tools
Web2 tools
 
DEVELOPMENT OF TEACHING LEARNING MATERIALS
DEVELOPMENT OF TEACHING LEARNING MATERIALSDEVELOPMENT OF TEACHING LEARNING MATERIALS
DEVELOPMENT OF TEACHING LEARNING MATERIALS
 
Peace Education
Peace EducationPeace Education
Peace Education
 
Life skill humour
Life skill humourLife skill humour
Life skill humour
 
Maladjustment
MaladjustmentMaladjustment
Maladjustment
 
Guidance and Counselling
Guidance and CounsellingGuidance and Counselling
Guidance and Counselling
 
Curriculum Change, Planning and Transaction
Curriculum Change, Planning and TransactionCurriculum Change, Planning and Transaction
Curriculum Change, Planning and Transaction
 
Curriculum Evaluation
Curriculum EvaluationCurriculum Evaluation
Curriculum Evaluation
 
Innovations in Teaching and Learning Process
Innovations in Teaching and Learning ProcessInnovations in Teaching and Learning Process
Innovations in Teaching and Learning Process
 
Class
ClassClass
Class
 
Computer Literacy and Awareness in Schools
Computer Literacy and Awareness in SchoolsComputer Literacy and Awareness in Schools
Computer Literacy and Awareness in Schools
 
Selection of topic
Selection of topic Selection of topic
Selection of topic
 
Hypothesis
HypothesisHypothesis
Hypothesis
 

Dernier

Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeThiyagu K
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptxMaritesTamaniVerdade
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxVishalSingh1417
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhikauryashika82
 
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxRole Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxNikitaBankoti2
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingTechSoup
 
Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.pptRamjanShidvankar
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17Celine George
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdfQucHHunhnh
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxDenish Jangid
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxheathfieldcps1
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfPoh-Sun Goh
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsTechSoup
 
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural ResourcesEnergy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural ResourcesShubhangi Sonawane
 
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfMaking and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfChris Hunter
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin ClassesCeline George
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxAreebaZafar22
 

Dernier (20)

Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxRole Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptx
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 
Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural ResourcesEnergy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
 
Asian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptxAsian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptx
 
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfMaking and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 

Bases of curriculum

  • 1. Philosophical bases of curricu Philosophy is the end and education is the means to achieve that end Philosophy determines the goal of life and education tries to achieve the goal Curriculum is positively correlated with the needs and requirements of the society The contents of curriculum change to suit the prevalent ideologies and social ways of thinking Philosophy provides curriculum specialists with a framework for broad issues and tasks, in general what experiences and activities to stress in schools and classrooms.
  • 2. Relationship between Education and Philosophy in the modern world
  • 3. The basic relationship between philosophy and education •It is philosophy, that provides the purpose or the aim and it is education which makes it practical. •Philosophy shows the way and education moves on in that direction. •Education is the modification of behaviour, the direction in which, modification to be carried out is determined by philosophy. •Education is a laboratory where philosophic theories and speculations are tested and made concrete. Education may, therefore, be rightly called applied philosophy. •Philosophy is wisdom; education transmits that wisdom from one generation to the other. •Philosophy is in reality the theory of education. Philosophy formulates the method, education its process.
  • 4. Metaphysics or the discussion about the nature of ultimate reality and the cosmos Epistemology or the theory of knowledge Ethics, the theory of morality Aesthetics or the discussion of beauty Logic or the study of ideal method of thought and reasoning
  • 5. • The focus in the curriculum is classical subjects, literary analysis and considers curriculum as constant Perennialism • 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 Essentialism • The curriculum is focused on students' interest, human problems and affairs. • The subjects are interdisciplinary, integrative and interactive Progressivism • The focus of the curriculum is on present and future trends and issues of national and international interests Reconstructionis m Philosophicalbasesof curriculum
  • 6. Schools of Philosophy and their impact on education Teacher is considered to be an authority and serves as a living ideal subjects called ‘Humanities’ like History, Literature, Philosophy, Culture and region and various fine arts and physical education are included Science and mathematics too find place to stimulate intellectual development Books are considered as treasure house of knowledge Mind or spirit is the essential world Promoting the intellectual growth and the self realization Subject centred curriculum Should attain mastery
  • 7. Realism Matter is everything Sense organs are gateways of knowledge Philosophy of life and philosophy of education both are determined by the interaction between man and his environment Values remain unchanged Developing the rational person Subjects are chosen based on their characteristics Physical sciences and mathematics are given priority Study of literature All components of general education including language study, physical education, music, drawing, paintings etc. Vocational education for higher classes
  • 8. Pragmatism Change, growth and developme nt - goals of life Advocates scientific method to solve man’s problems No knowledge is final or eternal Human experience alone is real Man creates his own values life centred curriculum Aim of education is not to prepare the child for any future life
  • 9. Naturalism Reality is ‘Nature’ itself Our senses are the gateways of knowledge ‘learning by doing’ is given precedence Basically all organisms are innately pure and good Science subjects with nature are given •It recommends for Self expression Succeed in the struggle for existence  Autonomous development of individuality Sensory training Redirection and sublimation of natural instincts Education in accordance with the nature of the child
  • 10. Every society expects its schools: •To preserve the culture and transmit it to the young children (socialization) •To help learners to meet the pressing social needs’ •To prepare the learners for the future society The society influences the school curriculum only those subjects and activities should be included in the curriculum which is useful from the point of view of society.
  • 12. School curriculum is expected to put emphasis on: •Training and research •Specialized skills for new work culture •Discovery and encouragement of creativity •Preparation of the environment for the future •Peace Education •Computer Education
  • 13. Human Ecology •Small family norm, delayed marriage, responsible parenthood, status of women attitudes towards family planning •Environmental concepts should also find a place in school curriculum. •Afforestation and Deforestation •Conservation of forests and animals •Conservation of rain and water •Soil erosion, preservation of green lands •Water, air and chemical pollutions Population growth emphasizes the following in school curriculum
  • 14. Psychological bases of curriculum Education is for the child and not that child is for education Child is the centre of educational process Child develops through various stages - curriculum should be so flexible Each child to develop along his natural path and progress at his own speed The curriculum should contain various sports, games, creative activities
  • 15.
  • 16. Skinner and Thorndike are the important behavioural psychologists. Behavioural psychology deals with observable responses or behaviour of the learners •Micro Teaching •Instructional training modules •Individualized learning’ •Direct instruction’ •Mastery learning •Computer Assisted Instruction •Bahavioural objectives
  • 17. Cognitive Psychology deals with the thinking process of the learners. Piaget, Bruner, Gagne and Guilford are the chief cognitive psychologists •Develop divergent thinking, reflective thinking and critical thinking •Develop imagination’ •Develop the problem solving skill •Develop creativity •Develop proper perception
  • 18. Humanistic Psychology Humanistic Psychology is considered to be the recent learning theory. Maslow and Rogers are the important humanistic psychologists Positive attitude and feelings Self actualization Freedom to learn Value clarification Becoming a person Self direction
  • 19. Simple learning experiences are recommended for the nursery school children, whereas advanced and abstract ideas and concepts are recommended for high school children.
  • 21. Criteria of selection of content Self-sufficiency Significance Validity Interest Utility Learnability Feasibility Orientation of democratic values
  • 22. Content organization Principles of organizing the selected content Sequencing Continuity Integration Logical organization Psychological organization Concentric organization Topical organization Unit organization Modular organization
  • 23. Logical organization The arrangement of contents in a natural sequence is called logical organization. The contents are logically organized in the following ways •Sequence from the known to the unknown •Sequence from the simple to the complex •Sequence from the concrete to the abstract •Sequence from observation to reasoning •Sequence from a whole to a more detailed view
  • 24.
  • 25. According to this approach, children in the primary classes begin to develop simple generalizations and as they progress through high classes, they work with difficult arrangement of information. •The same facts are repeated again and again •Hurried and temporary references will not be helpful in understanding complex problems. Concentric organization Limitations
  • 26. Topical organization The nature of the topics varies in accordance with the age, ability and interests of the children. It discusses all the aspects of the problem and gives an overall view of that particular problem. Merits •It provides a solution for dealing with vast material in a logical and rational fashion. •It helps the pupils to understand the facts •It can be adapted according to the age, ability and aptitude of the children.
  • 27. Unit organization The ‘unit’ is an organization of various activities, experiences and types of learning around a central problem or purpose, developed co-operatively by a group of pupils under teacher leadership; involves planning, execution of plans and evaluation of results. Characteristics of the unit •It is a purposeful learning experience •It has significant content •It is comprehensive enough to have scope and unity •It involves pupils through active participation •It develops competent skills.
  • 28. Advantages i.The unit method is well suited for the growth and development of the abilities and skills ii.The organization of experiences and materials into units facilitates the child learning significant relationships, concepts and processes. iii.The unit, because of its flexibility provides facility in adopting instruction to individual differences of children iv.In a unit, the needs of the learner are given top consideration.
  • 29. Modular Organization The arrangement of the material in ‘modules’ is called modular organization. The contents in a module are organized in such a way that students can study in groups or individually. There is a sequence in the modules from one year to the next. Within a year, a student can learn several modules having different difficulty levels. In general, modules are well structured self instructional programme containing self study materials, enrichment exercises, self tests and remedial exercises.