To understand the concept of theory, it is essential to understand the nature of theory in general. Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.

2. THEORIES OF CURRICULUM
AND THEIR MAJOR
STRUCTURE
BY
Sehar Alam

3. BROAD LAYOUT OF OUR TALK:
■ Classification of CurriculumTheories
■ Major Structure of CurriculumTheories

4. The Meaning ofTheory
■ Theory comes from Greek word theoria that meaning
is wakefulness of mind.
■ Theory describe reality,
■ Theory aware people to their world and it’s
interaction.

5. CURRICULUMTHEORY
■ CT is an emerging academic discipline devoted to
examining and shaping educational curricula.

6. Classification of CurriculumTheory
Four type of Curriculum theories are as following.
■ Structure-oriented theories
■ Value-oriented theories
■ Content-oriented theories
■ Process-oriented theories

7. Structure OrientedTheories
■ This theory is related with examining the components
of the curriculum and their relationship.
■ These type of theories are descriptive and
explanatory in nature.
■ What does the term curriculum mean?

8. Continue……..
■ Structure oriented theorists either a micro level or
macro level.
■ Macro LevelTheorists
■ Micro levelTheorists

9. Macro LevelTheorists:
■ Macro level theorists attempts to improve global
theories that define as well as clarify lager elements of
curriculum structure.

10. John Goodlad
John Goodlad is a famous macro level theorists. Goodlad’s
describe four domain of curriculum work they interacted with
each other and as well as interact with surrounding.
■ Societal domain
■ Institutional domain
■ Instructional domain
■ Personal/ experimental domain

11. Micro LevelTheorists
■ Micro level theorists concerned with explaining and
describing curriculum phenomena at the instructional
and institutional level.
■ George Posner appears a greatest representative of
the micro level theorists.
■ He analyzed and describe many micro elements of
curriculum structure.

12. Value-OrientedTheories
■ Analyzing the value
■ These are critical in nature.
■ For example:
■ What is the nature of really liberated individuals, and
how does school constrain such liberation?

13. The MajorValue-OrientedTheorists
Macdonald’sTheory
■ Teaching is defined as a personality system
■ Learning is defined as a personality system too

14. MichaelApple
■ MichaelApple is a critical theorist who seems to be
defined the connection between the society and the
school.

15. Content-OrientedTheories
■ Defining the content of the curriculum.
■ prescriptive in nature.
■ It rooted in analytical and empirical perspective.

16. Content-OrientedTheories
■ Child-CenteredTheories,
■ Knowledge-CenteredTheories, or
■ Society-CenteredTheories.

17. Child-CenteredTheories
■ Main child centered movements are as fellows:
■ Open Education
■ Affective Education
■ Developmental Education

18. knowledge-CenteredTheories
■ Structures of the disciplines
■ Ways of Knowing

19. Society Centered Curriculum
■ The Conformists
■ The Reformers
■ The Futurists
■ The Radicals

20. Process-OrientedTheories
■ How curriculum should be developed.
■ Some are descriptive and other are prescriptive in
nature.
■ For example:
■ What reform are important for different strategies of
curriculum development.

21. Major Structures of CurriculumTheory
■ The structure of curriculum theories are range from
classical to contemporary.
■ Major structure of curriculum theories are as fellow.

22. Logical Structure
■ knowledge is systematically organized as a whole.
■ Architectonics and Zetetics

23. Conceptual Structure
■ Cognitive structure is mental structure, pattern of
thoughts and mental tools.
■ Jean Piaget
■ Organizational structure is related schema,
equilibrium, assimilation and accommodation.

24. Cognitive Structure
■ Bruner’s theory based on multiple factors such as the
human nature, the situation, the hypothesizing and
the testing.
■ In the actual world his theory is intelligence operating
theory.

25. Empirical Structure
■ Bobbitt Morrison activity analysis and job analysis experiment is
famous in 1920.
■ In which determine the curriculum and study the adult
community.
■ This theory reflect the old assumption that school should reflect
the adult society.
■ Through empirical data curriculum theory was specified that
what was essential for adults to adjust in the society.

26. Existential Structure
■ In this structure individual meanings comes from
individual own appropriation.
■ Individual freely select that what myths he wants to
live.

27. To what extent do you tend to agree with
both of the above-mentioned phenomena?
■ Moreover, curriculum theories further classified on
the basis of major structure of the curriculum.
■ The structure of curriculum theories are range from
classical to contemporary. So structure of curriculum
theories are also important for classification.
■ So, I agree with both above mention phenome.
Curriculum theory
Curriculum
development that
based on
classroom
Instructional l theoryLearning theory