CURRICULUM FOUNDATIONSDECEMBER-ANNE CABATLAOKHEIANA ARDEEN DENEIRISH REYEDDIE BASTES JR.RAINIER JAY S. UDARBE

PHILOSOPHICAL FOUNDATIONPerennialism The focus of education should be the ideas that have lasted over centuries. Perennialists believe the ideas are as relevant and meaningful today as when they were written. They recommend that students learn from reading and analyzing the works by history's finest thinkers and writers.EssentialismIt tries to instill all students with the most essential or basic academic knowledge and skills and character development like the essential subjects of English, Math, Science, History and Foreign Language.

ProgressivismIt is focused on students’ interest, human problems and affairs. The subjects are interdisciplinary, integrative and interactive.

Constructivism It is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Reconstructionism The focus of the curriculum is on present and future trends and issues of national and international interests.

Social ReconstructionismThe pedagogical philosophy of Social Reconstructionism simply rests on the idea that schools need to shape or “reconstruct” society. Social reconstructionism is an education philosophy that emphasizes the educational institution as an environment for implementing social change and challenging social inequalities.

PSYCHOLOGICAL FOUNDATION

Curriculum is influenced by psychology. Psychology provides information about the teaching and learning process. It also seeks answers as to how a curriculum be organized in order to achieve students’ learning at the optimum level.

BehaviorismMany educational psychologists viewed it mechanical and routine. Though many are skeptical about this theory, we can’t deny the fact the influences it had in our educational system.So, learning is organized in a step-by-step process. The use of drills and repetition are common.

CognitivismCognitive theorists fous on how individuals process information, monitor and manage their thinking. With their beliefs, they promote the development of problem-solving and thinking skills and popularize the use of reflective thinking, creative thinking, intuitive thinking, discovery learning, among others.

HumanismCurriculum is after the process, not the product; focuses on personal needs, not on the subject matter; and clarifying psychological meanings and environmental situations. In short, curriculum views founded on humanism posits that learners are human beings who are affected by their biology, culture, and environment. They are neither machines nor animals.

A more advanced, more comprehensive curriculum that promotes human potential must be crafted along this line: Teachers don’t only educate the minds, but the hearts as well.

SOCIO-CULTURAL FOUNDATION• Schools exist within the social context.• Schools emerge within the society.• The curriculum can either reflect society or reflect upon and indirectly help shape

society.

• The social and cultural aspect of curriculum is interdisciplinary and dynamic.

• The purpose of education is the transition of culture; values, beliefs, and norms of the society.

• "Never let your schooling interfere with your education." 

Education is the culmination of facts, experiences, and thought that is gained over a lifetime. It is the useful part of learning. While Schooling is a formal process generally associated with the institution of education

HISTORICAL FOUNDATIONTHE BEGINNING OF EDUCATION IN DIFFERENT NATIONS

• 5000 BC - 7000 BC (Before Writing) • Pre-literate Societies • Educational Goals: - To teach survival skills, Teach group harmony

• CHINA 3000 BC – 1900 AD • EDUCATIONAL GOALS: - Prepare the Elites to govern the empire according to Confucian principles

• INDIA 3000 BC UP TO PRESENT • EDUCATIONAL GOALS: - To learn Behavior and Rituals based on “Vedas”

• EGYPT 3000 BC - 300 BC • EDUCATIONAL GOALS: - To prepare priests according to scribe for the empire

• GREEK 1600 BC - 300 BC • EDUCATIONAL GOALS: To cultivate civic responsibility

• ROMAN 750 BC - 450 AD • EDUCATIONAL GOALS: - Cultivate religious commitment to Islamic beliefs; expertise in mathematics, medicine and science.

• ARABIC 700 AD - 1350 AD • EDUCATIONAL GOALS: - To prepare priests according to scribe for the empire

• MEDIEVAL PERIOD 500 AD – 1400 AD • EDUCATIONAL GOALS: - Develop religious commitment, knowledge and ritual, establish social order, prepare for appropriate roles

• RENAISSANCE 1350AD – 1500 AD • EDUCATIONAL GOALS: - Cultivate humanist expert in Greek and Latin classics; prepare people to serve dynastic leaders

• REFORMATION 1500AD – 1600 AD • EDUCATIONAL GOALS: - Cultivate commitment to a particular religious denomination and general literacy.

• PHILIPPINE EDUCATION SYSTEMSPANISHAMERICANJAPANESE• NEW CURRICULUMK – 12