k-12
Curriculum Defined/described
The learning experiences and intended outcomes formulated through systematic reconstruction of knowledge and experiences, under the auspices of the school for the learners’ continuous and willful growth in personal-social competence; the cumulative tradition of organized knowledge (Tanner, D. and Tanner, L.)
A plan for learning (Taba, H.); a course of study on a specific topic; includes all the learning experiences of students as planned and directed by the school to attain its educational goals (Tyler) or for which the school assumes responsibilities (Popham and Baker)
That which is taught in school; set of subjects, materials and performance objectives; everything that goes on within the school, including extra-class activities, guidance and interpersonal relationship in the school (Oliva)
A structured set of intended learning outcomes that come in the form of knowledge, skills and values; affected by important factors of program philosophy, goals, objectives, and evaluation
Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education.
Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of Grammar, literature, and writing. It should also include mathematics, science, history and foreign language.
According to Joseph Schwab, discipline is the sole source of curriculum. Thus in our educational system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages and many more.
Joseph Schwab coined the term discipline as a ruling doctrine
The learning experiences and intended outcomes formulated through systematic reconstruction of knowledge and experiences, under the auspices of the school for the learners’ continuous and willful growth in personal-social competence; the cumulative tradition of organized knowledge (Tanner, D. and Tanner, L.)
A plan for learning (Taba, H.); a course of study on a specific topic; includes all the learning experiences of students as planned and directed by the school to attain its educational goals (Tyler) or for which the school assumes responsibilities (Popham and Baker)
That which is taught in school; set of subjects, materials and performance objectives; everything that goes on within the school, including extra-class activities, guidance and interpersonal relationship in the school (Oliva)
A structured set of intended learning outcomes that come in the form of knowledge, skills and values; affected by important factors of program philosophy, goals, objectives, and evaluation
Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education.
Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of Grammar, literature, and writing. It should also include mathematics, science, history and foreign language.
According to Joseph Schwab, discipline is the sole source of curriculum. Thus in our educational system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, languages and many more.
Joseph Schwab coined the term discipline as a ruling doctrine