Strong Curriculum Foundation to Reach Greater Heights

 July 20, 2022
8:35 PM

    This is our 2nd learning session for this day. The main objectives presented were (1) to describe approaches that have guided curriculum reforms; (2) to explain curriculum implementation as a change process; and  (3) to explain four (4) curricular foundations that contribute to and affect the curriculum.

    Facilitators: Asnaifa S. Saga, Aldrin Kenneth A. Saladaga and Sittie Sohaya I. Salacayan discussed the implementation as a change process, the foundations of curriculum, and some approaches that have guided curriculum reforms. Started with facilitating the question "why is there a need for a curriculum reform/ change?". Our co-learners answered the following: global competitiveness, to revisit and to reevaluate, technology advances, improvement, political aspect, align society's needs, change is constant, for the best education, to become competitive, to cope with trends, to respond to issues, relate educational trends, to aim standards, and many more. It all boils down to innovation and change for the betterment.       

   Curriculum approaches play a big role in this innovation and change. There were scientific and non-scientific approaches. In the scientific category, behavioral, managerial, systems, and academic approaches are included. While in non-scientific category includes humanistic and postmodern approach. Curriculum as change process presents that "change occurs in several ways" and there were some guidelines for curriculum change that has to be considered before action. Considerations, problems, challenges, scenarios, context, ground, and community could have been a factor. 

    Here I realized that "change is not synonymous with improvement".

    MJ Moores quotes "build a strong foundation and you can reach even the most unthinkable heights." 

    Foundations on philosophical, historical, psychological, and social foundations contribute to curriculum development. Its implication and contributions were discussed in-depth during the session and 1 hour time frame is not enough.

    We have to be reminded that Philosophy directs our actions. As John Goodlad points out, philosophy is the beginning point in curriculum decision-making and the basis for all subsequent decisions. The philosophy of the curriculum answers questions like What are schools for? What subjects are important? How should students learn? What methods should be used? What outcomes should be achieved? Why? On the other hand, in the historical foundation, All the curriculum historian specialists believe that the curriculum should be learner-centered – addressing the needs and interests of the students. Curriculum developers always ensure the historical perspective is well reflected when designing a curriculum. Exploring the historical foundations of the curriculum can promote a sense of freedom and encourage educational reform. Moreover, the psychological influences of the curriculum can best be understood through theories of learning. Psychology in general and educational psychology, in particular, contributes to appropriate decision-making in curriculum regarding the selection and organization of appropriate objectives, learning experiences, and methods of evaluation as well as decisions regarding the scope of the curriculum. And lastly, the purposes of education are influenced by changing social forces, but there tends to be a balancing act between developing the potential of the individual and improving society. Understanding the social foundations of the curriculum is essential because such foundations have always had major influences on schools and curriculum decisions. Comprehending those forces in society at large and locally enables educators to determine what aspects of society to transmit to current and future students and what dimensions of society require reinvention.

   Going back to MJ Moores' words, "build a strong foundation and you can reach even the most unthinkable heights." In the context of the curriculum, there is a need to not ignore the philosophical, historical, psychological, and social foundations of the curriculum.