Running head: Curriculum Ideology Reflection

Reflection of Curriculum Ideology

Curriculum Theory: Conflicting Visions and Enduring Concerns

Matthew S. Short

University of Mary Hardin-Baylor

Managing the P-12 Curriculum

Darrell Becker, Ed.D.

April 5, 2017
Running head: Curriculum Ideology Reflection

Social Efficiency ideology, which focuses on a child's learning not being the

primary focus but rather the main focus is helping these kids develop the necessary skills

to be a productive member of society for the future. The needs of the child have less of an

emphasis since the primary focus is based on the capabilities of a child and being able to

fulfill the societies need for skilled workers. I do not find this approach compelling or

beneficial to society and the requirements of the child; it is my belief that when educating

a child you must give a sense of individuality especially those children with special or

unique ways of learning. The needs of each student must be addressed in your process of

teaching and your methods of learning as well. Simply stated it is not in my nature or my

views to look at my students as the means to what can make or break our futures society.

Within the chapter, Schiro uses the approach of discussing five reasons for evaluation of

the curriculum, learners, and teachers. The key concepts during evaluations are

accountability and standards (Schiro, 2013). The Social Efficiency ideology was a

product of Educationist, University Professor and Writer Franklin Bobbitt in 1913; his

doctrine was based on the scientific techniques used by and in industries. Bobbitt

describes his scientific method as the curriculum that will be a series of experiences,

which children and youth must have by way of attaining those goals. Which children and

youth must do, and experience by way of developing abilities to do that thing well that

make up the affairs of adult life (Schiro, 2013). In 1949 Ralph Tyler was an educator who

worked in the field of assessment and evaluation. Tyler presented Bobbitts scientific

technique in what he called the broadest form, which is located in Basic Principals of

Curriculum and Instruction. Tyler introduces Bobbitts scientific method using four
Running head: Curriculum Ideology Reflection

fundamental questions; Tyler believes any educator must answer these questions when

they are creating and designing curriculum or instruction.

In the American educational system, the topic of social efficiency ideology tends

to have a back and forth discussion. Advocates of Social Efficiency have the belief that

the purpose of schooling is to meet the needs of society, which can be done by training

today's youth to work as the futures contributing members of society. Whereas in an

opposing view the Learning-Centered ideology which is based on the learner. In this

ideology, the childs needs and interests are based on his/her learning and need to be

incorporated in the learning experiences, Rather than the picture idea of Social

Efficiency.

My preferred curriculum ideology is the Learning Centered ideology. As a teacher

and an educator, I spend a significant part at the beginning of each semester learning my

students interests, prior knowledge, and abilities. It is my belief that to teach our students

and more it is our job to know who our students are and what about them drives them and

makes them work. If an educator is aware of a student's interests and ability, this will

serve valuable in creating experiences, which then will allow our students to create their

meaning of the curriculum content. By having this approach, it allows me to create

experiences and allows me to watch and admire each of my students as they develop and

create their meaning from the experiences they have.

 Running head: Curriculum Ideology Reflection

Reference

Schiro,M.(2013).CurriculumTheory:ConflictingVisionsandEnduringConcerns(2nded.).SAGe

Publications.