1. PRESENTEDBY:
AHMED GAMAL

2. CERRICULUM THEORY :
-to understand the concept of curriculum theory , it is
essential obviously to understand the nature of theory in
general .here there is much disagreement among
philosophers of science .
-on the one hand , there are those who espouse what has
come to be known as the received view of scientific theory .
As suppe(1974) points out , the received view holds that a
theory is a formalized , deductively connected bundle of laws
which are applicable in specifiable ways to their observable
manifestations .

3. Curriculum theory
 In the received view a small number of concepts are
selected as bases for the theory ; axioms are
introduced which specify the fundamental
relationships between those concepts ; and definitions
are provided , specifying the remaining concepts of the
theory in terms of the basic ones .

4. Curriculum theory There have been several criticisms of the received view
, even in its revised formulation.
 First its narrowness in requiring axiomatization ,
noting that several scientific theories are not and
cannot be axiomated profitably .
 Hanson(1958) attacked the received view for its
posture of value – neutrality ; every aspect of theory
development is value-laden . Scientists observations
are profoundly influenced by their world views and
their values .

5. Those who reject the positivist assumptions of the RV tend
to be classified as
realists Instrumentalists
 See science as a rational and
empirical endeavor
concerned primarily with
explanatory and predictive
outcomes .
 Theory is a description of
those structures which
generate observable
phenomena .
 Concentrate on the function
the theory performs .
 Theory is a tool of inquiry ,
rather than a picture or map
of the world .
 Theory assessed on the basis
of the quality of predictions it
demonstrates .

6. The definition of curriculum theory :
 A curriculum theory is a set of related educational
concepts that affords a systematic and illuminating
perspective of curricular phenomena .

7. The function of theory :
 Many writers have ascribed four functions to theory :
Function
of theory
Description
prediction
Explanation
Guidance

8. Function of theory :
 Description provides a narrative classification of
knowledge in a particular theoretical field . It
furnished a structure through which individuals
interpretations of complex activities can be verified . It
organizes and summarizes knowledge .
 Prediction –a theory can predict the occurrence of as
yet unobserved events on the basis of explanatory
principles embedded in it . Perhaps this is the ultimate
function of theory .

9. Function of theory :
 Explanation addresses “why .” it not only points out
the relationships between phenomena , but suggests
either explicitly or implicitly the reasons for the
relationships .
 Guidance . Theory also acts as a guide . It helps
researchers choose data for analysis and make
economical summaries of the data . the theory
generated promotes further investigation .

10. Classifyingcurriculumtheory :
Faix,s (1964)
Mc neil
(1985)
Pinar (1978)
Eisner and
vallance
(1974)
Hueneche,s
(1982)

11. Classifyingcurriculumtheory: faix,s (1964)
 He attempt to classify curriculum theories in terms of
their maturity and complexity . This classification of
the stages of theory development seems useful .
Basic
theory
Middle-
range
theory
General
theory

12. Classifyingcurriculumtheory: faix,s (1964)
 Basic theory , is an early speculative stage ,in which a
theory has not been correlated with empirical data . It
sets up untested hypotheses , involves few variables ,
and employs concepts that are not systematically
refined and classified .
 Middle –range theory , includes hypotheses which
have been empirically tested . An effort has been made
to eliminate unlikely variables and relations by the use
of models and testing .

13. Classifyingcurriculumtheory: faix,s (1964)
 General theory , is a general theoretical system or an
inclusive conceptual scheme for explaining an entire
universe of inquiry . General theory attempts to
integrate the substantive knowledge produced from
middle-range theories .

14. Classifying curriculum theory : mc Neil (1985)
 He sets up what seems to be an unilluminating
dichotomy
• Such as William pinar and
other reconceptualists who
draw from fields of religion
, philosophy ,and literary
criticism .
Soft
curricularists
• Follow a rational approach
and rely on empirical data .Hard
curricularists
,

15. Classifyingcurriculumtheory :
 It seems most useful to divide curriculum theories into
the following four categories based upon their
domains of inquiry :
Structure –
oriented
theory
Value-
oriented
theory
Content-
Process –
oriented
theory

16. Structure - orientedtheories:
 Are concerned primarily with analyzing the
components of the curriculum and their
interrelationships . It tend to be descriptive and
explanatory in intent.
 Structure oriented theories examine questions such as
the following.
 1- what are the essential concepts of the curriculum
field and how may they most usefully be defined ?

17. Structure - orientedtheories:
 2-what are the levels of curriculum decision making
and what forces seem to operate at each of those levels
? For example , how do classroom teachers make
decisions about the curriculum .
 3-how may the curriculum field be most validly
analyzed into its component parts ? For example , how
does a program of study differ from a field of study ?

18. Structure- orientedtheories:
 4- what principles seem to govern issues of content
selection , organization , and sequencing ? For
example , how can curricular elements be articulated ?

19. Value – orientedtheories:
 Value – oriented theories seem to be primarily
engaged in what might be termed “ educational
consciousness-raising ,attempting to sensitize
educators to the values issues that lie at the hearts of
both the hidden and the stated curricula. Their intent
is primarily a critical one ; thus they sometimes have
been identified as “critical theorists .” since many have
argued the need for reconceptualizing the field of
curriculum , they often are labeled as reconceptualists
.

20. Value – orientedtheories:
 In their inquiries , value-oriented theorists tend to
examine issues such as the following :
 1-in what ways do the schools replicate the power
differentials in the larger society ?
 2-what is the nature of a truly liberated individual ,and
how does schooling inhibit such liberation?
 3-how do schools consciously or unwittingly mold
children and youth to fit into societal roles
predetermined by race and class ?

21. Value – orientedtheories:
 4- as curriculum leaders determine what constitutes
legitimate knowledge , how do such decisions reflect
their class biases and serve to inhibit the full
development of children and youth ?
 5-in what ways does the schools treatment of
controversial issues tend to minimize and conceal the
conflicts endemic the society ?
 In examining these issues , most value-oriented
theorists draw eclectically from several inquiry
methodologies , such as psychoanalysis , philosophical
inquiry , historical analysis , and political theory .

22. The major value-oriented theorists
:
 Macdonald ,s theory
 He defines curriculum as the social system that
actually produces a plan for instruction , which he in
turn defines as another social system within which
formal teaching and learning take place .
 Teaching is different from instruction and is defined as
a personality system-the teacher-acting in a particular
manner to facilitate learning
 Learning is defined as a personality system too ; the
student becomes involved in specializes task-related
behaviors .

23. The major value-oriented theorists :
 Michael apple
 He is another critical theorist who seems to be
concerned primarily with the relationships between
the society and its school .central to apple critique of
the society and its schools is his use of the concept of
hegemony .