Dimensions of Curriculum Development from a Reconceptualist Perspective by Eva Balbas Imingan

Teacher, Education, Curriculum


By Eva Balbas Imingan

I found this report very interesting as it tried to define curriculum in different ways namely: Curriculum is a total environment, as organized form of subject matter, as a comprehensive experience, as including the learner’s experiences in or outside school, not an end in itself but a means to an end, as the totality of the subject matter, activities, and experience which constitute a student’s school life. And so for this week, I would like to draw my reflection from these mentioned definitions of Curriculum from the three authors.

Curriculum as a total environment. Nowadays, it is proven to be true that learning is not just acquired in reading books but everything that is found in the school are rich sources of learning. This could explain to us why nowadays also, the need to improve facilities of the school is in demand due to the fact that the whole environment of the school affects the learning process of the students. Audio-Visual rooms, spacious playgrounds, libraries, workrooms, laboratories, computer rooms, etc., are all factors contributing to the total environment of learning. “The curriculum is all that goes on in the lives of the children, their parents and their teachers. The curriculum is made up of everything that surrounds the learner in all his working hours. In fact, the curriculum has been described as ‘the environment in motion’ (Caswell).”

Curriculum is an organized form of subject matter. “Curriculum is the organized form of subject matter, specially prepared to experiences and activities which provide the student with knowledge and the skill he will require in facing the various situations of real life (Bansal, Maheshw, Sing).” As an organized subject-matter, the curriculum is something that cannot be separated in the learner’s real life challenges. Every subject-matter that is being studied...
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