Curriculum has many different conceptions. It may include any educational experience. It may also be conceived as a conversation, relationships, and it is this phenomenon of plurality that is inherent in the new paradigm view of curriculum.
In the first published textbook on “Curriculum” in 1918, John Franklin Bobbitt noted that the idea of curriculum has its roots in the Latin word for a race-course, and explained curriculum as the course of deeds and experiences in which children become the adults that they should be, for success in adult society. He explained, further, that curriculum must be understood as encompassing not only those experiences that take place within schools, but the entire scope of formative experience both within and outside of schools. Further, this includes experiences that are not planned or directed, as well as experiences that are intentionally directed (in or out of school) for the purposeful formation of adult members of society.
In formal education or schooling, a curriculum is the set of course and their content offered at an institution such as a school or university. In some cases, a curriculum may be partially or entirely determined by an external body.
In the first published textbook on “Curriculum” in 1918, John Franklin Bobbitt noted that the idea of curriculum has its roots in the Latin word for a race-course, and explained curriculum as the course of deeds and experiences in which children become the adults that they should be, for success in adult society. He explained, further, that curriculum must be understood as encompassing not only those experiences that take place within schools, but the entire scope of formative experience both within and outside of schools. Further, this includes experiences that are not planned or directed, as well as experiences that are intentionally directed (in or out of school) for the purposeful formation of adult members of society.
In formal education or schooling, a curriculum is the set of course and their content offered at an institution such as a school or university. In some cases, a curriculum may be partially or entirely determined by an external body.
Sources of Curriculum
Exist four different sources in curriculum, despite some people says that the sources of Curriculum are five, I like to think just in four and each of them gives specific information.
Exist four different sources in curriculum, despite some people says that the sources of Curriculum are five, I like to think just in four and each of them gives specific information.
(a) Sociological Source: It's related with cultural and social knowledges, attitudes and values that are given to the students inside the classroom in order to fit into the society in a responsible and active way.
(b) Psychological Source: It has to be with the student's development and learning process. What, When and How to learn.
(c) Pedagogical Source: It's related with the experience the teacher has gained throughout his/her career that gives essential elements to the curriculum's design.
(d) Epistemological Source: It has to be with the scientific knowledge and the way the teacher handle his/her class under this term that form part of the curriculum inside of methodologies, inward structures, etc.
(b) Psychological Source: It has to be with the student's development and learning process. What, When and How to learn.
(c) Pedagogical Source: It's related with the experience the teacher has gained throughout his/her career that gives essential elements to the curriculum's design.
(d) Epistemological Source: It has to be with the scientific knowledge and the way the teacher handle his/her class under this term that form part of the curriculum inside of methodologies, inward structures, etc.
The Philosophical Source is the other one and we disagree with some people that say this is a source, for us it forms part of the Sociological Source, and we like to think in that like an area of this big source that is the Sociological
Functions of Curriculum (Purposes)
Functions of Curriculum (Purposes)
- Determine the objective of the education
- The incorporation of the school to the culture
- Propose an action plan for getting objectives
- Guide the pedagogical practice, inside for questions:
· What to teach?
· When to teach?
· How to teach?
· What, how and when do teachers have to evaluate?
Theories
I will present eight theories about curriculum according to eight different authors, Nagel, Gimeno, Beauchamp, McCutcheon, McDonald, Kliebard, Taba and Zais..
Author and Theory
Nagel :To clarify vague concepts, understand them and then study them so it is possible to show the nature of the problem.
Theories
I will present eight theories about curriculum according to eight different authors, Nagel, Gimeno, Beauchamp, McCutcheon, McDonald, Kliebard, Taba and Zais..
Author and Theory
Nagel :To clarify vague concepts, understand them and then study them so it is possible to show the nature of the problem.
Gimeno: The curriculum theories are metatheories about the codes that form it and the way of thinking about it that carry out lots of functions like offer an idealistic cover to the scholar practice or become mediator between the thought and the action of teacher among others.
Beauchamp: Physical document used in the process dimension that is form by the planification, the launching and the curriculum's evaluation.
McCutcheon: An organized set of analysis, interpretations and comprehension of the curriculum phenomenon. Inside it there are the curriculum sources (development process, the curriculum's politic, etc) and the curriculum in use (the teacher's planification, etc)
McDonald: All the curriculum theories, some of them more than others, are a combination of proposals orientated to knowledge, to express the curriculum's conception and the social, cultural and personal field in which it exists. It's all about the nature of the knowledge.
Kliebard: To make understandable the concepts and questions that appear when we think what to teach, why we have to teach one thing instead of other, etc.
Taba: A way of organize the thought about what is highly relevant for its (curriculum) development, which are its important elements, how are they organized, etc..
Zais: A kind of plan of study which is conform by definitions, concepts, proposals, etc. The purpose of this is to describe, predict and explain the curriculum phenomenon.
Design and Development of Curriculum
The design of the curriculum is focus on the action plan, like the outlines that are going to be applied.
The development is to take this action plan to the practice.
Explicit and Latent Curriculum
Explicit Curriculum is in which its development is total which has to do with the practice, what, when and how to do it. It refers to what is consciously and intentionally presented.
Latent Curriculum is when learning results are different or they haven't been foreseen, that's why it's latent because is still unknown, this could contribute positively or negatively to education.
Design and Development of Curriculum
The design of the curriculum is focus on the action plan, like the outlines that are going to be applied.
The development is to take this action plan to the practice.
Explicit and Latent Curriculum
Explicit Curriculum is in which its development is total which has to do with the practice, what, when and how to do it. It refers to what is consciously and intentionally presented.
Latent Curriculum is when learning results are different or they haven't been foreseen, that's why it's latent because is still unknown, this could contribute positively or negatively to education.
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