ASSIGNMENT HMEF5073 Curriculum Development PAT A

Philosophy in curriculum: Move Toward Progressive Education

!" INTRODUTION
This paper will outline different philosophical or theoretical bases for curriculum decisions
followed by a discussion on curriculum of education in Malaysia, how the National Philosophy
of Malaysian Education and the aims of education in Malaysia related with philosophy of
progressivism. Moreover, highlights will be make on the philosophical orientation that likely to
most influence the curriculum field in the future during this Information ge and the changing
workplace demands. Most of the country in the world includes philosophy in its curriculum.
Philosophy is recommended for inclusion in national curricula by the !N"and, in particular, by
!NE#$%" Philosophy is importance in creating the conditions for a free and democratic society,
and because of the vital role that it plays in developing the general capabilities of citi&ens
'Monica et. al. ())*+.
$urriculum can mean different things to different people based on their philosophical
foundations, values, and educational e,perience. -or some it takes on a narrow definition and
relates to the te,tbook or other physical materials used in the class. -or others it has a very broad
meaning related to the total e,perience of the learner '%rnstein and .unkins, ())*+! $urriculum
work will have no guidance and direction without a framework for broad issues and tasks.
Philosophy really make it crucial role in providing curriculum with this framework. s stated by
/ohn 0oodlad '1*2*+, philosophy is the beginning point in curriculum decision3making and is
the basis for all subse4uent decisions regarding curriculum.
Then, /ohn 5ewey also asserted that6 7education is the laboratory which school philosophic
distinctions becomes concrete and is tested.8 The great thing about philosophy is it provides
educational, curriculum, principal, committees composed of leaders, consultants, and sub9ect3
area specialist with framework for implementing, planning, and evaluating curricula in schools.
Philosophy helps in answering what schools are for and in selecting appropriate methods and
instructional materials to use in teaching and learning. lso, the philosophy of a curriculum
planner, implementer, evaluator reflects his or her life e,periences, common beliefs, social, and
economic background, and educational views. 'velina et. al. ()1(+.
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ASSIGNMENT HMEF5073 Curriculum Development PAT A
1.1 Philosophy in"luence curriculum development
$urriculum is the foundation of the teaching and learning process. $urriculum will establish and
determine the development of programs of study, lesson plans, assessment, school activities,
learning and teaching resources. ccording to 5e $oninck '()):+, curriculum, more than ever
before, is now viewed as being at the centre of daily life and the responsibility of society as a
whole. ;evin '())2+ noted that curriculum documents were 7a very large part of the work done
by ministries of education in creating curriculum content 'para. 1+.8 ;evin '())2+ also states that
educational change is more comple, and curriculum renewal has become part of a broader
strategy for change in education.
Now, a great 4uestion is how the philosophies influence curriculum development or education
reform< .ow the philosophy and curriculum being connected< Philosophy becomes the
criteria for determining the aims, selection, organi&ation and implementation of the
curriculum in the classroom. '/ohn rul, ()11+. ccording to =iles, '())*+, curriculum
work is a >alue3;aden process. In order to determine the essential from the frivolous, a
philosophy or theoretical base would help one filter the plethora of available ideas,
activities, and programs. =hile #itwe, '()1)+ stated that, the theories of learning or
theoretical base which had been presented by different educational psychologists. These
theories of learning will influence curriculum specialists during the development stages of
the curriculum starting from the planning and design of the curriculum where they
essentially consider contents in the curriculum development process based on the
perceptions of learners and how they learn.
2
ASSIGNMENT HMEF5073 Curriculum Development PAT A
s posited by #itwe,'()1)+, before the detailed construction of a curriculum document occurs,
curriculum developers are involved in planning and designing their proposed curriculum.
$urriculum planning is a process whereby curriculum developers conceptuali&e and
organi&e the features of the curriculum they wish to construct. This involves a broad analysis
of the curriculum intent and conte,t, conceptuali&ing the curriculum?s design, organi&ing the
se4uencing of developmental tasks and arranging for the process of implementation and
evaluation. s mentioned before, curriculum planning is an integral part of the curriculum
development process which is heavily influenced by philosophy, thus, they should be
a part of the decision making process.
#" O#ER#IE$ O% T&E P&I'O(OP&I)' %OUND)TION( O% URRIU'UM
%rnstein '()11+ stated there are four ma9or educational philosophies that have great influence on
school curriculum in the !nited #tates6 Perenialism, Essentialism, Progressivism, and
@econstructionism. These educational philosophical approaches are currently used in classrooms
the world over. These educational philosophies focus heavily on what we should teach, the
curriculum aspect. %rnstein '()11+ introduces these philosophical standpoints in relation to
curriculum as traditional philosophy 'Perenialism and Essentialism+ and contemporary
philosophy 'Progressivism and @econstructionism+.
2.1Perennialism
Perennialists are educationally conservative in the re4uirement of a curriculum focused upon
fundamental sub9ect areas, but stress that the overall aim should be e,posure to history?s finest
thinkers as models for discovery. The student should be taught such basic sub9ects as English,
languages, history, mathematics, natural science, philosophy, and fine arts. 0eorge, '1*21+. -or
Perennialists, the aim of education is to ensure that students ac4uire understandings about the
great ideas of =estern civili&ation. These ideas have the potential for solving problems in any
era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant,
not changing, as the natural and human worlds at their most essential level, do not change.
Teaching these unchanging principles is critical. .umans are rational beings, and their minds
need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile
3
ASSIGNMENT HMEF5073 Curriculum Development PAT A
education. The demanding curriculum focuses on attaining cultural literacy, stressing students?
growth in enduring disciplines. dvocates of this educational philosophy are @obert Maynard
.utchins who developed a 0reat Aooks program in 1*BC and Mortimer dler, who further
developed this curriculum based on 1)) great books of western civili&ation. ;eoNora '1***+.
The answers to all educational 4uestions derive from the answer to one 4uestion6 =hat is human
nature< ccording to them, human nature is constant and humans have the ability to understand
the universal truths of nature. Thus, the aim of education is to develop the rational person and to
uncover universal truths by training the intellect. Towards developing oneDs moral and spiritual
being, character education should be emphasi&ed.
*!+!+ %igure +: The characteristics o" Perennialism urriculum ,-ohn )rul. */++0
4
Perennialism
urriculum
i. !niversities should
not only prepare
students for specific
careers but to pursue
knowledge for its
own sake.
The E0reat AooksD
programme or more
commonly called the liberal
arts will discipline the mind
and cultivate the intellect.
'.utchins, 1*CB+.
#tudents have to
discover those ideas
that are most insightful
and timeless in
understanding the
human condition.
t the secondary and
university level,
perennialists were
against reliance on
te,tbooks and
lectures in
communicating
ideas.
t a much later time,
Mortimer dler '1*:(+
in his book the Paideia
Proposal,
recommended a single
elementary and
secondary curriculum.
Teaching should focus on
the processes by which
scientific truths have
been discovered.
Not keen on allowing
students to take
electives sub9ects.
Teachers should spend more
time teaching concepts and
e,plaining how these
concepts are meaningful to
students.
#chool should
teach religious
values or ethics.
ASSIGNMENT HMEF5073 Curriculum Development PAT A
*!* Essentialism
Essentialism is a teacher3centered philosophy. It stresses rigorous practice with the traditional
sub9ects for e,ample reading, writing, science and math. Essentialists value deep knowledge on a
few core sub9ects, as opposed to more general knowledge on a wider array of sub9ects. cording
to ;eoNora,' 1***+, Essentialists believe that there is a common core of knowledge that needs to
be transmitted to students in a systematic, disciplined way. The emphasis in this conservative
perspective is on intellectual and moral standards that schools should teach. The core of the
curriculum is essential knowledge and skills and academic rigor.
lthough this educational philosophy is similar in some ways to Perennialism, Essentialists
accept the idea that this core curriculum may change. #chooling should be practical, preparing
students to become valuable members of society. It should focus on facts3the ob9ective reality out
there33and Fthe basics,F training students to read, write, speak, and compute clearly and logically.
#chools should not try to set or influence policies. #tudents should be taught hard work, respect
for authority, and discipline. Teachers are to help students keep their non3productive instincts in
check, such as aggression or mindlessness. This approach was in reaction to progressivist
approaches prevalent in the 1*()s and C)s. =illiam Aagley, took progressivist approaches to task
in the 9ournal he formed in 1*CG. %ther proponents of Essentialism are6 /ames 5. Hoerner
'1*I*+, .. 0. @ickover '1*I*+, Paul $opperman '1*2:+, and Theodore #i&er '1*:I+.
*!*!+ %igure *: The characteristics o" Essentialism urriculum ,-ohn )rul. */++0
5
#tudents are taught to be
Fculturally literate,F
that is, to possess a
working knowledge
about the people,
events, ideas, and
institutions that have
shaped society.
The EbasicsD of the
essentialist curriculum
are mathematics, natural
science, history, foreign
language and literature.
Elementary students
receive instruction in
skills.
Essentialist programs are
academically rigorous,
for both slow and fast
learners.
It advocates a longer
school day, a longer
academic year, and
more challenging
te,tbooks.
Teaching is teacher3
centred and teachers
decide what is most
important for students .
Essentialist teachers
focus heavily on
achievement test
scores as a means of
evaluating progress.
5iscipline is necessary for
systematic learning in a
school situation.
Teachers need to
be mature and
well educated.
Essentialism
urriculum
ASSIGNMENT HMEF5073 Curriculum Development PAT A
*!1 Progressivism
Aased on 0utek '1**2, C)1+, Progressivism adheres to Naturalism, Pragmatism, and ;iberalism,
where students are given the freedom to develop as a person through a curriculum that reflects
the studentsD interests facilitated in a permissive environment. This educational philosophy is
e,periential, practical, and self3liberating. Progressive education was deeply influenced by /ean
/ac4ues @osseau, /ohann .einrich Pestalo&&i, and #igmund -reudDs works '0utek 1**2, (*G+.
%verall, the works of these men point to an education that is free from coercion and attends to
the interests and the holistic 'emotions, intellect, and body+ development of the child.
In respect to this, philosophy of Progressivism is matched with The National Philosophy o"
Malaysian Education ,NPME0 which stressed that 7school should be a miniature of a
democratic society. The Progressive Movement in education had a lasting impact on practice and
instructional methodology. People such as /ohn 5ewey and Maria Montessori believed that
education should be responsive to the needs and interests of children as opposed to teaching a set
curriculum proscribed by traditional practice. In addition they were opposed to strict autocratic
teaching styles that relied heavily on te,tbooks, memori&ation, and a spare the rod and spoil the
child type of mentality. @ather the educational focus of the progressives was on teaching children
how to think and learn. ;eoNora,' 1***+
Progressivists believe that education should focus on the whole child, rather than on the content
or the teacher. This educational philosophy stresses that students should test ideas by active
6
ASSIGNMENT HMEF5073 Curriculum Development PAT A
e,perimentation. ;earning is rooted in the 4uestions of learners that arise through e,periencing
the world. It is active, not passive. The learner is a problem solver and thinker who make
meaning through his or her individual e,perience in the physical and cultural conte,t. Effective
teachers provide e,periences so that students can learn by doing. $urriculum content is derived
from student interests and 4uestions. The scientific method is used by progressivism educators so
that students can study matter and events systematically and first hand. ;eoNora,' 1***+
*!1!+ %igure 1: The characteristics o" Progressive urriculum ,-ohn )rul. */++0
7
Teacher should introduce
students to new
scientific,
technological, and
social developments
and learning should be
related to present
community life.
Teachers should plan lessons that
arouse curiosity and push students
towards higher order thinking and
knowledge construction.
#tudents are
encouraged to interact
with one another and
develop social virtues
such as cooperation
and tolerance for
different points of
view.
Teachers should not
be confined to
focusing on one
discrete discipline at a
time.
#tudents are to be
e,posed to a more
democratic curriculum.
The home, workplace,
and schoolhouse blend
together to generate a
continuous, fulfilling
learning e,perience in
life.
Progressive
urriculum
ASSIGNMENT HMEF5073 Curriculum Development PAT A
*!2 Reconstructionism3ritical Theory
The reconstructionist sees things the same way as the progressiveJup to a point. -or e,ample,
reconstructionists believe that students learn more, remember it longer, and apply it to new
situations better if they learn through e,perience, rather than through being told something. The
reconstructionist claims that truth is what works, and we arrive at truth through a process of trial
and error. The a,iological 4uestion asks6 7=hat is good and beautiful8< The reconstructionistDs
answer to this is whatever the public consensus says it isK '#abacrismark, ()1C+
@econstructionism is a philosophy that emphasi&es the addressing of social 4uestions and a 4uest
to create a better society and worldwide democracy. @econstructionist educators focus on a
curriculum that highlights social reform as the aim of education. ;eoNora,' 1***+. The merican
philosopher and educator Theodore Arameld '1*)G31*:2+ is generally seen as the founder of the
reconstructionist philosophy of education. Arameld, as a result of the violence of =orld =ar II,
felt that, as a society, we had two distinct choicesL either evolve and work to create a more
socially 9ust world, or submit to potential societal and global destruction as a conse4uence of
oppression and war. 0eorge $ounts '1::*31*2G+ recogni&ed that education was the means of
preparing people for creating this new social order.
More recent reconstructionists such as Paulo -reire in his book Pedagogy of the Oppressed
'1*B:+ advocated a revolutionary pedagogy for poor students in which people can move through
different stages to ultimately be able to take action and overcome oppression. .e argued that
people must become active participants in changing their own status through social action to
change bring about social 9ustice. '/ohn rul, ()11+. -or social reconstructionists and critical
theorists, curriculum focuses on student e,perience and taking social action on real problems,
such as violence, hunger, international terrorism, inflation, and ine4uality.
*!2!+ %igure 2: The characteristics o" Reconstructionist urriculum ,-ohn )rul. */++0
8
The curriculum
should engage
students in critical
analysis of the local,
national and
international
community.
#chools are obliged to educate
children towards resolution of
these in9ustices and students
should not be afraid to e,amine
controversial issues.
In general, the curriculum
emphasised the social
sciences.
Teachers are considered
the prime agents of
social change,
cultural renewal and
internationalism.
#tudents be aware of
global issues and the
interdependence
between nations.
#tudents had to be
committed to the
issues discussed and
encouraged to take
action to bring about
constructive change.
Reconstructionis
m urriculum
ASSIGNMENT HMEF5073 Curriculum Development PAT A
Table 1: PHILOSOPHY OF EDUCATION CHART
9
Educational
Philosophy
Perennialism:
-ocus6 Teach ideas
that are everlasting.
#eek enduring truths
which are constant,
not changing, through
great literature, art,
philosophy, religion.
Essentialism:
-ocus6 Teach the
common core, Fthe
basicsF of
information and
skills 'cultural
heritage+ needed
for citi&enship.
'$urriculum can
change slowly+
Progressivism:
-ocus6 Ideas should
be tested by active
e,perimentation.
;earning rooted in
4uestions of learners
in interaction with
others. E,perience
and student centered.
Reconstructionism3
ritical Theory
-ocus6 $ritical pedagogy6
nalysis of world events,
controversial issues and
diversity to provide
vision for better world
and social change.
$urricular
emphasis
.umankindDs great
achievements in
literature, history,
philosophy, religion.
7The classics8.
#kills and
practical
knowledge to
prepare students
for life after
graduation.
#ub9ect matter of
social e,perience.
#ub9ect matter of
personal choice. $reation
of new social order.
Teaching
methods
Teach for handling
ideas6 lecture,
discussion.
Teach for mastery
of facts and basic
skills6
demonstration,
recitation.
Problem solving6
Pro9ect method.
In4uiry6 #tudents learn by
4uestioning the world.
$haracter
development
Imitating e,amples,
heroes.
Training in rules
of conduct.
Making group
decisions in light of
conse4uences.
Individual responsibility
for decisions and
preferences.
Theory of
learning
In"ormation
Processing
The mind makes
meaning through
symbol3processing
structures of a fi,ed
body of knowledge.
Information is
received, processed,
stored, and retrieved
from the mind.
4ehaviorism
Aehavior shaped
by design and
determined by
positive and
negative
reinforcement.
(ocial 'earning
;earning by
observing and
imitating others.
ognitivism3
onstructivism
;earner actively
constructs own
understandings of
reality through
interaction with
environment and
reflection on actions.
#tudent3centered
learning around
conflicts.
&umanism
Personal freedom, choice,
responsibility.
$ontrol of own destiny.
$hild centered.
Interaction with others.
ASSIGNMENT HMEF5073 Curriculum Development PAT A
1! Malaysia Educational Philosophy and education issues
The National Philosophy of Malaysian Education 'NPME+ as stated by $urriculum 5evelopment
$entre '$5$+ 1*:: is as follows6
7Education in Malaysia is an ongoing effort towards further development of the potential of
individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm
belief in 0od.8 7#uch an effort is destined to produce Malaysian citi&ens who are
knowledgeable, who possess high moral standards, and who are responsible and capable of
achieving a high level of personal well being as well as able to contribute to the harmony and
betterment of the nation at large.8
1!+ )ims o" education in Malaysia6
The aims of Malaysian education are 7to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonic, based on a firm belief in and devotion to
0odL so that they become Malaysian citi&ens who are knowledgeable and competent, possess
high moral standards and are responsible and capable of achieving high level of personal well3
being as well as being able to contribute to the harmony and betterment of the family, society and
nation8.
#ome keywords in the NPME are 6 7holistic8, 7intellectually, spiritually, emotionally and
physically balanced8, 7knowledgeable and competent, who possess high moral standards8, and
7responsible and capable of achieving high level of personal well3being as well as being able to
contribute to the harmony and betterment of the family, society and nation at large8.
Aased on the above keyword, we probably can match NPME to the general educational
philosophy of Progressivism. which stresses that 7school should be a miniature of a democratic
society8.
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ASSIGNMENT HMEF5073 Curriculum Development PAT A
1!* Regardless o" how precious o" educational philosophy in our country. we still "aced some
educational issues!
1!*!+ &igh sta5e o" e6amination system lead to pressure
!nder the traditional e,amination such !P#@, PM@, #PM and #TPM, there are much 7drill
and practice8 in class as what the almost teachers and parent prefer to improve students result.
The demand to do well is further increased as good grades would lead one to secure entry to a
good university a good 9ob and future. The e,amination pressure e,perienced among students
has seen the rise in suicides and deaths among school students. In ())2, a young 1(3year old
#.#ubashini, hanged herself in her room after receiving her !P#@ results 'ppendi, 1+.
case in Malacca ()1(, a teenager was believed to have consumed pesticide shortly after taking
his result slip and died 'ppendi, (+. .ence, there are no surprise and mental health problems
among school3going children. The Aefriends Malaysia, a voluntary organi&ation located in the
Hlang valley, pointed out that they receive appro,imately B) calls per day and from these 1) per
cent are from student under the age of ().
3.2.2 Malaysia9s education system not in sync with wor5"orce development : M!
'ee
s stated by M. ;ee in ()1C, Malaysia?s education system has been plagued with problems that
have damaged the workforce development. Problems include6 .igh unemployment among fresh
graduates, lack in productivity, workforce mismatch, irrelevant education provision and #kewed
selection of students.
1!*!1 Education system not producing thin5ing graduates. say e6perts
0raduates emerging from the Malaysian education system fail to meet the e,pectations of
prospective employers due to a lack of critical thinking skills and poor communication.
Malaysian3based education, human resource and recruitment consultants feel that there should be
a sound foundation in critical thinking to be incorporated into the education system to prepare
future generations for the employment market. Manpower #taffing #ervices 'M+ #dn Ahd
country manager #am .aggag said there was a distinct gap between what the Malaysian
education system is producing and what employers are looking for. (The Star,2012, March, 4)
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ASSIGNMENT HMEF5073 Curriculum Development PAT A
C.(.G The achievement o" students in PI() *//; is very wea5.
Malaysia is currently performing below the International verage for scores in Math, #cience
and @eading. PI# ())*M results show that there is room for improvement in teaching
innovation in Math and #cience skills. The result indicated that our students lack of higher
thinking skills. 'Nabani HPM ()1(+
G. $ith the challenges posed <y the In"ormation )ge and the changing wor5place demands.
which philosophical orientation do you thin5 is li5ely to most in"luence the curriculum
"ield in the "uture=
4.1The rational to practice progressivism in our education!
=ith the issues that appeared in our education, our education needs to develop, change and
reform to adapt education to national development needs. The essence of educational
development and reformation, as in other developing countries, has always been to provide
education for human resource development to meet the needs of the social, economic and
political development of the country. In respect to this, we need to move toward progressive
education!
=ith the traditional approach, teachers rely on the so3called chalk and talk method. Teacher
always ignore the interests, talents and learning styles of the students. The most important thing
is that all children mastery the knowledge taught by teacher. Mistakes are viewed as problems
that signal the need for a child to work harder. $hildren are evaluating by using standardi&ed
tests. E,trinsic rewards such as grades, awards, gold stars, and public recognition are valued over
intrinsic motivation. This approach, of course, rarely allows interaction and active learning for
instance more hands3on and practical sessions. There are much 7drill and practice8 in class and
it is much more e,am3oriented.
=hile in the progressive approach, children are encouraged to follow their interests, pursue
problems in a way that makes sense to them. #tudent didnDt scare to make mistake as it is
viewed as important opportunities for the teacher to get to know how a child understands.
#chool base assessment is use as evaluating tool. Each childDs evaluation is based on his or her
12
ASSIGNMENT HMEF5073 Curriculum Development PAT A
progress over time. 0rades, test scores are not the most important. #tudents always receive
intrinsic motivation in class.
In this paper, my field of writing is "ocused to the Malaysia case. Instruction in Malaysia
schools is overwhelmingly teacher3centered and e,am3oriented. Teacher posed the top priority in
classroom management and activities in learning and teaching. Te,tbooks and lecturing are the
main tool and method to deliver the curriculum and knowledge. ;earning emphasi&ed on
recalling and most of the time involved lower thinking skill and very few of higher thinking skill.
Moreover. The National Philosophy o" Malaysian Education ,NPME0. as mentioned above,
we probably can match NPME to the general educational philosophy of Progressivism. which
stresses that 7school should be a miniature of a democratic society in which students could learn
and practice the s5ills and tools necessary for democratic livingL which include pro<lem:solving
methods and scienti"ic in>uiryL and learning e,periences that include cooperative behaviors and
sel":disciplineL which are important for democratic living8. #o, the 'NPME0 had <een related
to progressive education <ut didn9t emphasi?e on it and teachers rarely teach that way. In
respect to this, back to the education issues we faced this day, that are MalaysiaDs education
system not in sync with workforce development, education system not producing thinking
graduates, the achievement of students in PI# ())* is very weak, high stake of e,amination
system lead to pressure, this three issues are enough to bring the disadvantage side to our
generation.
#chools with progressive curriculum not only as a place for student ac4uires knowledge but
serves as a place "or students to communicate . learn how to get 5nowledge . learn "rom
watching others . solve the pro<lem. wor5 with others . and to e6perience "irst:hand the
whole "ield o" learning as what being done in a school named 0reen cres #chool. s reported
by 5anville O Aethesda '()1(+, 0reen cres is a coeducational, progressive school for grades
pre3kindergarten through eight, dedicated to fostering the natural curiosity of students, engaging
them actively in the 9oy of learning and facilitating problem solving. Aased on an understanding
of child development, 0reen cresD program is cognitively, physically, and creatively
challenging. >aluing acceptance of a variety of viewpoints, this community promotes socio3
economic and cultural diversity. n environment of trust, cooperation and mutual respect
13
ASSIGNMENT HMEF5073 Curriculum Development PAT A
encourages students to become increasingly independent thinkers and responsible contributors to
an ever3changing, multicultural world.
I belief most children are born curious and keen to learn. Teachers must play an important role
by applying certain methods o" teaching and classroom management skills. Every student has
strengths and weaknesses. #ome pupils good at art and music, some perform best in sports and
some are good at memories history. In progressive learning and teaching, teacher use di""erent
strategies to reach every child. Teacher should recogni&e the needs of the students because
children learn at different rates. Progressive teacher teach them not only basic skills, but also the
creative thin5er and pro<lem solver so that they will develop a positive attitude towards
learning.
#tudents will learn best when they are given the opportunity to actively engaged in learning and
teaching activities. -urthermore, each child is a uni4ue individual student who needs a safe,
caring, and stimulating atmosphere in which to grow emotionally, intellectually, physically, and
socially. It is my desire as an educator to help students meet their "ullest potential in these areas
by providing a safe and progressive learning and teaching. My view is in accordance with what
being said by .irsch cited by ;abaree, '())I+ in his article named Progressivism, #chools and
#chools of Education6 n merican @omance. .irsch saying that the child is a special being in
its own right with uni4ue, trustworthyJindeed holy impulses that should be allowed to develop
and run their course. Moreover, my opinion also support by #cotlandDs #chools etc. ct ()))
that stressed and re4uired the education authority to secure that school education is directed to
the development of the personality, talents and mental and physical abilities of the child or young
person to their "ullest potential.
The elements to become a progressive educator are the teacher acts as a guide, allowing the
child@s natural curiosity, and promoting sel":learning atmosphere. Moreover in this
in"ormation age, the role of the teacher is to guide, providing access to information rather than
acting as a primary source of information. My view is supported by $sokasy and >andeveer
study that Progressivism and adult learning theory both support the studentDs ability to establish
his or her own learning needs '$sokasy, ())*L >andeveer, ())*+. In progressivism, the teacher is
viewed as a guide and facilitator who encourages critical thinking, cooperative learning, and
14
ASSIGNMENT HMEF5073 Curriculum Development PAT A
social change through e,periential learning '$sokasy, ())*L #purgeon O Moore, 1**2+. #tudents
search for knowledge and seek knowledge and discovery by their own to construct knowledge.
Teachers have to provide students access to hands3on activities and allowing enough time and
space to use materials that reinforce the lessons learned. =ith all this activity, their 5nowledge
will <e conserved in the memories and the great thing is the students did not need was
always depend on teacher in learning something new. The attitude and spirit of this are very
necessary in this modern live.
;ast but not least, as cited by ;abaree, '())I+ in his article, ngus and Mirel found that the
progressive curriculum was increasingly being e,panded to provide a wide array of academic
and non3academic courses at multiple ability levels, which were intended to meet the needs of
students with widely di""ering occupational traAectories and academic s5ills. This statement is
matched to Malaysia situation in which there are high unemployment among fresh graduates,
lack in productivity, workforce mismatch, irrelevant education provision and #kewed selection
of students. It hope that our education institution are able to provide more academic and non3
academic courses to meet the students needs and meet the changing workplace demands.
I. onclusion
Providing a conducive learning and teaching is the role of the teacher. In this case, the
progressive teaching and learning can produce mature students that possessed high level
thinking, able to resolve the problem and have good relationship with all communities.
Progressivism is a philosophy that states the education is based on the needs and student interest.
E,periential learning or Flearning by doing8 is the natural progression of learning. In a
progressive learning, the children are given the freedom to e,plore new discoveries. They also
e,perienced positive reinforcement will produce better students and provide teachers with useful
teaching e,perience. In progressive learning and teaching, it helped teachers to control their class
and attract the students with the meaningful and interesting activities. Then, students will feel
happy, the teachers were also e,cited.
15
ASSIGNMENT HMEF5073 Curriculum Development PAT A
B. Re"erences
ngus, 5avid ;., and /effrey E. Mirel. The Failed Promise of the America !igh School,
1"#0$1##%. New Pork, 1***.
Aillings O /. . .alstead 'Eds.+, Teachig i &rsig' The fac&lty role 'pp. 1:*3((B+. #t.
;ouis, M%6 #aunders Elsevier.
$sokasy, /. '())*+. Philosophical foundations of the curriculum. In 5. M. Aillings O /. .
.alstead 'Eds.+, Teachig i &rsig' The fac&lty role 'pp. 1)I311:+. #t. ;ouis,
M%6 #aunders Elsevier.
5anville O Aethesda ()1(. F0reen cres #chool Mission.F (ree Acres School'
Missio ) Philosophy. -inalsite.com, n.d. =eb. (C Nov. ()1C.
0eorge -. Hneller6 *trod&ctio to the Philosophy of +d&catio, /ohn =iley O #ons, 1*21
.irsch /r., E. 5. '1**B+The Schools ,e -eed ad ,hy ,e .o/t !a0e Them. New Pork.
/ohn rul Phillips '())*+ .ME- I)2C $urriculum 5evelopment. Huala ;umpur6 %!M.
;abaree, 5. -. '())I+. Progressivism, schools and schools of education6 n merican
romance. Paedagogica historica, G1'13(+, (2I3(::.
;eoNora M. $ohen '1***+, %#! 3 #chool of Education
;evin, A. '())2+. $urriculum for the (1st century6 5oes curriculum matter<
Education #ervices ustralia. @etrieved on November (I, ()11, from
http6QQwww.e4a.edu.auQsiteQdoescurriculummatter.html.
Mkandawire Aenson #itwe '()1)+. .ow theories of learning influence curriculum
specialists during the development #tages of the curriculum. cademic Paper
written for educational purposes for the Nambian rts cademy for actors.
%rnstein, . $. '()11+. Philosophy as a basis for curriculum decisions. In . $. %rnstein,
E.-. Pa9ak, O #.A. %rnstein 'Eds.+, $ontemporary issues in curriculum 'Ith ed.+
'pp. (3*+. !pper #addle @iver, N/6 Pearson Education, Inc.
#abacrismark '()1C, )B+. @econstructionalism 3 $urriculum. #tudyMode.com. @etrieved )B
, ()1C, from http6QQwww.studymode.comQessaysQ@econstructionalism3$urriculum3
12*2(CG.html
#purgeon, ;. P., O Moore, 0. E. '1**2+. The educational philosophies of training and
development professors, leaders, and practitioners. The 1o&ral of Techology
St&dies, 22***'(+, 1131*. @etrieved from
http6QQscholar.lib.vt.eduQe9ournalsQ/%T#Q#ummer3-all31**2QP5-Q
#tandards in #cotlandDs #chools etc. ct ())),M%E
>andeveer, M. '())*+. -rom teaching to learning6 Theoretical foundations. In 5. M.
Nabani, '()1(+ #tatus Pencapaian Malaysia 5alam TIM## dan PI#6 #atu @efleksi, HPM
2. )ppendices
ppendi, 1 #.#ubashini, hanged herself in her room.
ppendi, ( Teenager was believed to have consumed pesticide.
16