SOURCES OF

CURRICULUM
DESIGN
EdM 402 – Advanced Curriculum Development
Reporter: Chinly Ruth T. Alberto (MAEM)
 “People draw from their
experiences, their lived
histories, their values, their
belief systems, their social
interactions, and their
imaginations.”
 CURRICULUM DESIGNERS

PHILOSOPHICAL, SOCIAL,
& POLITICAL VIEWPOINTS
(society & learner)
VIEWPOINTS  CURRICULUM’S SOURCES
“Educational action begins with
recognizing one’s beliefs and
values, which influence what one
considers worth knowing and
teaching.”
-David Ferrero
PHILOSOPHICAL,
SOCIAL, POLITICAL
 we design
curriculum with
limited or confused
rationales
How do we choose from
among various ideas
of education?
What are the sources
to be considered and
how to organize
them?
 THERE IS NO SIMPLE
ANSWER.
Educational thinkers and
doers must consider
DIVERSITY
SCIENCE
as a
source
SCIENCE as a source
depend on the scientific method
value the observable and
quantifiable elements
prioritized problem solving
highlight LEARNING HOW TO
LEARN
SCIENCE as a source
founded on cognitive
psychology
value science and organization
of knowledge
curriculum should prioritize the
teaching of thinking strategies
“With knowledge explosion in
our time, the only endless
journey seems to be the
procedures by which we
process knowledge.”
SOCIETY
as a
source
SOCIETY as a source
school is a vehicle for the
development of society
ideas should come from the
exploration of the social
situation
consider the present and future
characteristics of society
“School must recognize that
they are part and parcel of
the design to serve the
interest of the community and
society as a whole.”
SOCIETY as a source
should not disregard social
multiplicity (foreigners & immigrants),
ethnic groups, and social classes
must be managed within social,
economic, and political contexts
realize need for collaboration
among individuals and groups
“No curriculum or curriculum
design can be considered or
created apart from the people
who make up our evolving
society.”
-Arthur Ellis
 MORAL
DOCTRINE
as a source
MORAL DOCTRINE as a source
look into the past for guidance
in present work on the content
stress lasting truths advanced by
the great thinkers of the past
emphasis is on the content and
labels some subjects as more
influential than others
MORAL DOCTRINE as a source
BIBLE/ OTHER RELIGIOUS
DOCUMENTS
reference, common in schools during
Spanish period
lesser influence in public schools today
because of church and state separation
private and parochial schools still
support this
“Education can address spirituality
without bringing in religion. To
have spirit is to be in touch
with life’s forces or energies.”
-Dwayne Huebner
MORAL DOCTRINE as a source
being in touch with spirit allows
one to see the essences of reality
and to generate new ways of
viewing knowledge, new
relationships among people, and
new ways of perceiving one’s
existence
“Spirituality fosters mindfulness,
attentiveness, awareness of the
outside world, and self
awareness.”
-James Moffett
MORAL DOCTRINE as a source
SPIRITUAL INDIVIDUALS
develop empathy, insight & compassion
consider and promote welfare of others
welcome differing viewpoints
ask questions about the nature of the
world, the purpose of life, and what it
means to be human and
knowledgeable
“Viewing curriculum as religious text
may allow for a blending of truth,
faith, knowledge, ethics, thought,
and action. Faith, ethics, and action
need more emphasis.”
-William Pinar
Thank you for
listening!
References
 GROUP ACTIVITY
Create your own curriculum design
through a SmartArt or graphic
organizer with the following features:
–Source of Curriculum
–Conceptual Framework
–Curriculum Design Qualities
–Type of Curriculum Design
SOURCES OF CURRICULUM
• Science
• Society
• Moral Doctrine
• Knowledge
• Learner
CONCEPTUAL FRAMEWORK

•Horizontal Organization
•Vertical Organization
 CURRICULUM DESIGN
QUALITIES
• Scope
• Sequence
• Continuity
• Integration
• Articulation Balance
 TYPES OF CURRICULUM
DESIGN
• SUBJECT-CENTERED DESIGNS
– Subject, Discipline, Correlational, Process
• LEARNER-CENTERED DESIGNS
– Child-centered, Experience-centered,
Romantic(Radical), Humanistic Design
• PROBLEM-CENTERED DESIGNS
– Life-situation Design or Reconstructionist
Design
 SCORING RUBRIC
CRITERIA PERCENTAGE
CONTENT 20%
CREATIVITY 25%
ORGANIZATION 20%
PRESENTATION 25%
SUBMISSION 10%
TOTAL 100%