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Curriculum: Foundations, Principles, and Issues
By Allan C. Ornstein and Francis P. Hunkins
Curriculum and Instruction 411 – Curriculum
Dr. Adel T. AL-Bataineh
Date: May 22, 2002
Larry Pahl larrypahl@aol.com cell: 630-400-5132 home: 630-483-9970
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Chapter 1 Overview. View of Curriculum
PART I Foundations of Curriculum
Chapter 2. Philosophical Foundations of Curriculum
Chapter 3. Historical Foundations of Curriculum
Chapter 4. Psychological Foundations of Curriculum
Chapter 5. Social Foundations of Curriculum
Chapter 6. Curriculum Theory

Part II. Principles of Curriculum
Chapter 7. Curriculum Development
Chapter 8. Curriculum Design
Chapter 9. Aims, Goals, and Objectives
Chapter 10. Curriculum Implementation
Chapter 11. Curriculum Evaluation
Part III. Issues of Curriculum
Chapter 12. Curriculum Issues and Trends
Chapter 13. Future Directions for Curriculum
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Chapter 1.
The word curriculum comes from the Latin word currus, meaning a race course or a chariot, and from a Latin verb meaning "to run." Its etymology is related to that of the curule chair, the special seat that only the highest magistrates of ancient Rome could use. The word means something like "triumphal chariot." I mention this at the beginning of the summary of a introductory-survey chapter on the field of curriculum because that survey is dizzying. Not only are there behavioral, managerial, systems, academic, humanistic and reconceptual approaches to curriculum, and seemingly limitless foundational boundaries, but there are at least five different definitions of curriculum. And one of them, subject matter at different grade levels, which is used more than any other in the public schools in America, is not advocated by any curricular experts! There are debates on how to outline the basic domains of the field.
While Allan Ornstein and Francis Hunkins say that the numerous definitions of curriculum are "not necessarily a bad thing,", I
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