Foundations of curriculum Economical, Psychological, Philosophical & Sociological

1. Foundations of curriculum
Economical, Psychological, Philosophical & Sociological
Hina Jalal
PhD Scholar, GCUF

2. Foundations of Curriculum
› Foundations are the forces that influence the minds of curriculum
developers. In this way they affect the content and structure of the
curriculum.
› The curriculum reflects the society and culture of a country and this is
the desire of a society that their children should learn the habits, ideas,
attitudes and skills of the adult society and culture and educational
institutional are the proper way to impart these skills.
1. Economical,
2. Psychological,
3. Philosophical &
4. Sociological

3. Economical Foundation of Curriculum
It focuses on:
• Job or market-oriented curriculum
• Skill learning
Some economical factor which influence the curriculum development process:
o The financial condition of a country reflects its curriculum because without proper funding one can’t
achieve the outcome of a good curriculum.
o The lack of skilled manpower due to financial restrains, without proper financial support it is hard to
train the people to support the teaching learning process. Only through proper funding and the
establishment of training institutions for teachers and support staff.
o The lack of labs and libraries also affect the curriculum development process because without proper
computer labs in cities and villages one can’t implement computer education curriculum all over the
country.

4. Psychological Foundation of Curriculum
As long as teaching and learning are important considerations for curriculum specialist,
psychology will be important as well.
Learning Theories and Curriculum For the sake of convergence we have classified major
theories df learning into the following groups:-
1. Behaviorist theories
2. Cognitivist theories
3. Humanist psychology

5. A. Behaviorist theories which deal with various aspect of stimulus - response and reinforcement scheme.
Broadly the behaviourists advocate that:-
• Behaviour is likely to be influenced by the conditions under which learning takes place;
• Attitudes and abilities of learners can change or improve over time through proper stimuli;
• Learning experiences can be designed and controlled to create desired learning; Selective reinforcement is
essential.
B. Cognitivist theories which view the learner in relationship with the total environment.
Contrary to behaviourists, Cognitive theorists focus on how individuals process information, monitor and
manage their thinking. The basic questions that cognitive psychologists zero in on are:
• How do learners process and store information?
• How do they retrieve data and generate conclusions?
• How much information can they absorb?
C. Humanist psychology, which emphasizes attitudes and feelings, i.e. the affective domain of learning. This
group of psychologists is concerned with the development of human potential.
• Curriculum is after the process, not the product; focuses on personal needs, not on the subject matter; and
clarifying psychological meanings and environmental situations.
• Curriculum views founded on humanism posits that learners are human beings who are affected by their
biology, culture, and environment.
Cont. Psychological Foundation of Curriculum

6. Sociology and Curriculum
• There is a mutual and encompassing relationship between society and curriculum because the school exists
within the societal context. Though schools are formal institutions that educate the people, there are other
units of society that educate or influence the way people think, such as families and friends as well as
communities.
• Schools are made to address and understand the changes not only in one’s country but in the world as well.
• A curriculum that can address the diversities of global learners, the explosion of knowledge through the
internet, and the educational reforms and policies recommended or mandated by the United Nations.
• However, it is also imperative that a country must have maintained a curriculum that reflects and preserves
its culture and aspirations for national identity.

7. Philosophical Foundation of Curriculum
Goodlad (1979) points out, "Philosophy is the guiding point in curriculum decision making and influences all
subsequent decisions regarding curriculum ".
Connection b/w Philosophy & Curriculum
It helps answer general questions:
• What are schools for?
• What subjects are of value?
• How should students learn the content? It also helps us to answer precise tasks:
• What textbooks to use?
• How to use them?
• What & how much of home- work to assign?
• How to test and use the results?
Educational philosophies
i) Perennialism ii) Essentialism, iii) Progressivism, and iv) Reconstructionism

8. A. Perennialism
o Perennialism is based on the belief that some ideas have lasted over centuries and are as
relevant today as when they were first conceived. These ideas should be studied in schools.
They believe that the ideas of history's finest thinkers are meaningful even today.
o The study of these enduring ideas will enable students to appreciate learning for its own
sake as well as develop their intellectual powers and moral qualities.
Perennialist’s curriculum
Based on the beliefs of Perennialism, the curriculum should have following characteristics:
• The study of philosophy because it enables students to discover those ideas that are most
insightful and timeless in understanding the human condition.
• Teaching of religious values or ethics
• While teaching ability to differentiate between rights and wrong is emphasized, so that
students have definite rules that they must follow.

9. B. Essentialism
- It advocates instilling in students the “basics” or "essentials" of academic knowledge & character
development.
- Essentialism is grounded in a conservative philosophy that argues, schools should not try to radically
reshape society.
- Rather, they should transmit traditional moral values and intellectual knowledge that students need to
become model citizens.
- Essentialism placed importance on science and understanding the world through scientific
experimentation.
Characteristics of Essentialist Curriculum
- The ‘basics’ of the essentialist curriculum are mathematics, natural science, history, foreign language
& literature.
- Essentialists disapprove of vocational, life-adjustment, or other courses with "watered down"
academic content.
- Elementary students receive instruction in skills such as writing, reading & measurement.

10. C. Progressivism
Progressivism is derived from the older philosophy of pragmatism. Believers of
progressivism believe that since reality is always changing truth is relative and not absolute.
There is no reason to focus on a fixed, established body of knowledge. This is in contrast to
perennialism and essentialism. John Dewey was probably one of the biggest supporters of
progressivism.
Characteristics of Progressive
• Curriculum It emphasizes the study of the natural & social sciences. Teacher should
introduce students to new: scientific, technological, & Social developments.
• To expand the personal experience of learners, learning should be related to present
community life. Believing that people learn best from what they consider most relevant to
their lives, the curriculum focuses on the:
• Experiences’, ‘interests’, & ‘abilities of students.
• Integration of several different subject areas rather than confining to one discrete
discipline at a time.
• Exposing students to democratic values that recognize accomplishments of all citizens
regardless of race, cultural background, & Gender.

11. D. Reconstructionalism
A reconstructionist curriculum would include bringing students into their community. The curriculum
would encourage students to directly apply what they are learning through social activism, reform and
change. The curriculum would also encourage students to be curious and inquire about the world with the
goal of having them re-invent it.
Main characteristics of curriculum
The reconstructionists seek a curriculum that emphasizes cultural pluralism, equality and futurism.
Critically examines the cultural heritage of a society as well as entire civilization.
Is not afraid to examine controversial issues.
Is deliberately committed to bring about social and constructive change.
Cultivate a future planning attitude that considers the realities of the world.
Enlists students and teachers in a definite program to enhance cultural renewal and interculturalism.
Strengthen control of the schools by and for goal-seeking interests of the overwhelming majority of
mankind.