Running head: CURRICULUM THEORY 1

Curriculum Theory

Lacy Leigh Freeman

University of Mary Hardin Baylor

Curriculum Theory

Battles over curriculum are not a new trend in education. In the nineteenth century,

Herbert Spencer, an influential philosopher and sociologist, posed the question underlying all

curricula, What knowledge is worth the most? (Loveless, 2014, para. 1) Therein lies the

source of animosity between curriculum theorists. Is it best for students to be educated under

Scholar Academic, Social Efficiency, Learner Centered, or Social Reconstruction Ideology?

Key Aspects of Learner Centered Ideology

Learner Centered Ideology is a current trend in American education, although it has its

roots in Constructivism Theory (Krahenbuhl, 2016). Constructivism Theory states learning

occurs when knowledge is built on a foundation of prior knowledge; it is a result of both

experience and ideas (Krahenbuhl, 2016). Bruning, Schraw, and Norby (2011) stated four

principles to constructive learning: ideas are built on existing knowledge, learners construct

meaning for themselves, social interaction is key to constructing new knowledge, and authentic

learning tasks are crucial for meaningful learning. Educators who favor this type of learning do

so because students remain physically and mentally involved in the learning process through

inquiry, discovery, and collaboration (Krahenbuhl, 2016).

The main philosophy of Learner Centered Ideology is the student is in control of his or

her learning while the teacher acts as a facilitator, and is a main distinction between Learner

Centered Ideology and other curriculum ideologies. Students learning is geared toward what the

students believe to be relevant, rather than what the parents, educators, or society believes is

important. Students are free to learn at their own pace without pressure to acquire skills before

students are interested or cognitively prepared. Learner Centered classrooms are filled with

activity, as it is believed students construct knowledge through actively engaging in learning

experiences (Schiro, 2013).

Authentic, formative assessments are preferred over formal, summative assessments.

Teachers do not give numeric or letter grades; rather, narratives describing students academic

progress and thinking processes are documented for parents. Students review their progress

periodically through portfolios. Teachers keep formative documentation and work samples to

assist students in reflecting on their progress and forming additional learning goals. The

documentation also helps educators assess trends in a students learning, personal interests, and

design the next academic steps for each individual student (Schiro, 2013).

Researchers Who Subscribe to Learner Centered Ideology

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The philosophy behind Learner Centered Ideology can be traced to the early 1600s when

philosophers recognized childhood as a separate stage in life (Platz & Arellano, 2011).

Comenius, Locke, and Rousseau believed educators should take a unique approach to the

development of learning in children. They believed young children learned best when placed in

a child-centered environment focused on natural approaches to learning. Comenius believed

children learned through nature and experiences. Play was a concrete foundation for later

knowledge. For this reason, Comenius was concerned that young children exposed to

curriculum taught through Scholar Academic Ideology would not develop to the greatest of their

academic potential (Platz & Arellano, 2011).

John Locke viewed children as tabula rasa, with each experience in childhood shaping

adulthood. Locke believed children were unique individuals, so their education should reflect

their individual needs and preferences (Platz & Arellano, 2011).

Jean Jacques Rousseau expanded on the philosophies of Comenius and Locke. Rousseau

believed children should fully experience childhood before conforming to the expectations of

adulthood. Rousseau wrote that children would gain the knowledge necessary through natural

learning until the age of 12, when they would be ready to engage in formal learning curriculum

through Scholar Academic Ideology (Platz & Arellano, 2011).

Johann Heinrich Pestalozzi, known as the Father of Modern Education, was a social

reformer and educator in the late 1700s and early 1800s who believed in educating the whole

child (Johann Heinrich Pestalozzi website, n.d.). Pestalozzi believed children were able to learn

through self-discovery, pacing their learning, and setting academic goals (Platz & Arellano,

2011). An emphasis was placed on cross-curricular learning with teachers trained in pedagogical

practices (Johann Heinrich Pestalozzi website, n.d.).

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Friederich Froebel, a student of Pestalozzis in the early 1800s, developed a curriculum

based on the prominence of play, peer interaction, and the utilization of songs. Froebel is known

as the Father of Kindergarten Education. (Platz & Arellano, 2011). Each of the afore

mentioned educational reformers played an important role in helping parents understand, and

provide for, the unique educational needs of their children within the homeschool environment.

John Dewey, an American educational reformer of the early 1900s, also believed that

knowledge was based on experiences. Rather than having children in orderly rows memorizing a

prescribed curriculum, Dewey believed that authentic learning developed out of a need arising

from ordinary experiences. Therefore, each students learning needs would be different. Dewey

believed it was the duty of the teacher to evaluate the curriculum and, keeping the unique

learning needs of each individual in mind, design scaffolded learning experiences (Schiro, 2013).

Community schools gained in popularity as historical events such as the Industrial

Revolution, World War I, and World War II continued to change the expectations of family

members. Four hundred years of educational reformers had conditioned parents to embrace

Learner Centered Ideology. Schools such as Montessori, Reggio Emilia Schools, organic

schools, and later the free university movement provided opportunities to meet the unique

learning needs of students within a public setting (Schiro, 2013).

My Preferred Curriculum Ideology

I do not have one particular curriculum ideology that I believe to be appropriate at all

times for all learners. Rather, I believe there is merit in each curriculum theory. The Scholar

Academic Ideology has a place in curriculum when there are historical events or scientific

constants that are imperative for students to know. Social Efficiency Ideology has a place in

education because there are some things that all people need to be able to do for themselves as
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well as having people with job-specific skills to fulfill the needs of society. Learner Centered

Ideology should be used when it is important for students to synthesize information. Social

Reconstruction Ideology may be used to help students recognize problems within society,

imagine a better future, and initiate change to lead to a better future. The ideal curriculum is

flexible enough for a teacher to analyze both the core content of the curriculum and students

needs, and then design lessons to meet those needs.

Knowledge of Curriculum Ideologies Will Influence My Educational Leadership

Educators, parents, and community members are often passionate about curriculum. It is

one of the most hotly debated topics in education (Schiro, 2013). One of my duties is to evaluate

the districts curriculum. Being knowledgeable about the four curriculum ideologies helps me

determine whether the districts curriculum meets the unique needs of the community.

Knowledge about the different curriculum ideologies has prepared me to assist people in

exploring their beliefs about curriculum. Once educators understand why they ascribe to a

particular ideology, they have the background knowledge and historical context to be able to

examine their curricular and pedagogical perspectives, explore the perspectives of others, and

understand that their curriculum ideology may change over time as they work to meet the unique

learning needs of the students entrusted to their care.

Curriculum is one of the most significant educational tools available when utilized by an

educator who is fluent in curriculum ideology and understands when, where, and why to use

each particular ideology. Therefore, it is my duty to lead educators and other stakeholders in

developing an understanding of how the different curriculum ideologies may be utilized for the

maximum benefit of students.

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References

Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction (5th

ed.). New York City, NY: Pearson.

Johann Heinrich Pestalozzi website. (n.d.). http://www.jhpestalozzi.org/

Krahenbuhl, K. S. (2016, June 30). Student-centered education and constructivism: Challenges,

concerns, and clarity for teachers. The Clearing House: A Journal of Educational

Strategies, Issues, and Ideas, 89(3), 97-105.

http://dx.doi.org/10.1080/00098655.2016.1191311

Loveless, T. (2014). The curriculum wars. Retrieved from

http://www.hoover.org/research/curriculum-wars

Platz, D., & Arellano, J. (2011, September 1). Time tested early childhood theories and practices.

Education, 132(1), 54-63. Retrieved from www.educationpublishing.com/ej.shtml

Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.).

Thousand Oaks, CA: Sage.