A brief MS PowerPoint presentation about socioeconomic ideology in language curriculum development. It was presented before the Language Curriculum class of Dr. Mila J. Arias at the College of Education, Arts, and Sciences of the National University, Manila. Student/presenter: Tristan L. Piosang BSEd English Faculty: Dr. Mila J. Arias References: Bobbit, F. (1918). The curriculum. Boston: Houghton Mifflin. Gutek, G. (2011). Historical and philosophical foundations of education. Boston, MA: Pearson Education. Lutz, M. (2009). Handbook of economics and ethics. Edward Elgar Publishing. Richards, J. (2001). Curriculum development in language teaching. NY, USA: Cambridge University Press.

1. LANGUAGE
CURRICULUM
Professor: Dr. Mila J. Arias
Presenter: Tristan L. Piosang
Topic: IDEOLOGIES OF THE CURRICULUM:
The Socioeconomic Ideology

2. ESSENTIAL QUESTIONS
TO ASK IN CURRICULUM
PLANNING

3. 1. What is it that we want to
achieve?

4. 2. What should be
taught and learned?

5. 3. Ultimately, what is it
for?

6. Let’s talk about…

7. SOCIOECONOMIC
IDEOLOGY

8. What is socioeconomics?
• Lutz (2009) said that socioecomics or
social economics is "a discipline
studying the reciprocal relationship
between economic science on the
one hand and social philosophy,
ethics, and human dignity on the other
toward social reconstruction and
improvement.”

9. Socioeconomics deals with how
economic activity affects and is shaped
by social processes. In general, it
analyzes how societies progress,
stagnate, or regress because of their
local or regional economy, or the global
economy.

10. What then is socioeconomic
ideology?

11. He said…

12. “This educational philosophy
emphasizes the practical
needs of learners and society
and the role of an
educational program in
producing learners who are
economically productive”
(Richards, 2001, p. 115).

13. “In language teaching, this
philosophy leads to an
emphasis on practical and
functional skills in a foreign or
second language (Richards,
2001, p. 116)

14. He said…

15. “Curriculum development was seen
as based on scientific principles,
and its practitioners were
educational engineers whose job it
was to discover the total range of
habits, skills, abilities, forms of
thoughts, etc. that its members
need for the effective performance
of their vocational labors” (Bobbit
1998, 43)”

16. Bobbit believed that the
curriculum was a way to
prepare students for their
future roles in the new
industrial society.

17. "Educate the individual according
to his capabilities. This requires that
the material of the curriculum be
sufficient various to meet the needs
of every class of individuals in the
community and that the course of
training and study be sufficiently
flexible that the individual can be
given just the things that he needs"
(Bobbitt, 1912, p. 269).

18. In ancient Greece…

20. Aristotle said, in effect, that
schooling should also
prepares future citizens with
the more functional
knowledge needed to
conduct their political, social,
economic affairs (Gutek,
2011).

22. References
Bobbit, F. (1918). The curriculum. Boston: Houghton Mifflin.
Gutek, G. (2011). Historical and philosophical foundations of
education. Boston, MA: Pearson Education.
Lutz, M. (2009). Handbook of economics and ethics. Edward
Elgar Publishing.
Richards, J. (2001). Curriculum development in language
teaching. NY, USA: Cambridge University Press.