Philosophical Foundations of Curriculum Design
Philosophical Foundations of Curriculum Design
The educational objectives that learners are to achieve depend on the philosophy of education adhered to by teachers. The learner’s own philosophy also contributes to the curriculum. Pressures from the community further modify philosophical thinking pertaining to teaching–learning situations. Different schools of philosophy—such as idealism, realism, existentialism, and experimentalism—all have unique objectives that learners should acquire.
Philosophy and Educational Objectives
Educational objectives arise from the underlying philosophical stance. Teachers’ beliefs shape what is taught and prioritized; learners’ beliefs and community expectations also influence curriculum decisions. Each philosophical school emphasizes different outcomes and methods for achieving them.
Idealism and Curriculum
To an idealist, ideas are more important than material things. A good teacher can communicate ideas effectively to pupils. The mental and intellectual development of the pupil is of utmost importance. Each pupil should have access to a liberal-arts education and should acquire vital skills such as reading, writing, listening, and speaking.
An idealist curriculum emphasizes a comprehensive study of subjects including:
- History
- Geography
- Science
- Art and Music
- Literature
- Mathematics
Realism and Curriculum
Realists believe that an individual can know reality as it truly is. One does not merely obtain ideas about the natural or social environment; one may actually see, feel, taste, touch, and smell what is real. The natural or social environment, as it exists, imprints itself upon the mind of the observer. For a curriculum grounded in realism, science and mathematics are two vital areas of emphasis.
Experimentalism and Curriculum
Experimentalists believe that experience represents ultimate reality. One can know that which is experienced in the here and now. The maxim “what is true today may not be true tomorrow” is a key generalization emphasized by experimentalists. Since society changes, new problems arise; these problems need to be identified and solved. Solutions are tentative and must be tested in actual life situations.
Problem-solving objectives are therefore highly significant; the curriculum should include methodologies that support problem identification, experimentation, and evaluation.
Existentialism and Curriculum
Existentialists hold that pupils should have complete freedom in deciding what to learn (the objectives) and how to learn (activities and experiences). Young learners may doubt and need more assistance in learning compared to older pupils. The existentialist teacher attempts to develop a learning environment where the pupil increasingly makes decisions to determine their destiny.
Each pupil, as a human being, needs to make choices. The curriculum should therefore be child-centered, allowing learners to shape their own objectives and experiences while receiving appropriate support.
Cultural Preservation and Functional Curriculum
As one basic philosophy of education is the preservation of culture and civilization, subjects that convey knowledge and understanding of culture should be included. The curriculum should create in the learner a sense of dignity. Thus, a comprehensive and wholesome curriculum should include languages, social sciences, arithmetic, biology, science, literature, and subjects promoting vocational efficiency. Curriculum organization must be functional and application oriented to serve both individual growth and societal needs.