curriculum & components of curriculum (by umair ahraf)

Old Concept of Curriculum

A list of books provided to the student in the class room.

Limited to the class room and content.

Modern Concept of CurriculumModern Concept of Curriculum

Curriculum is interpreted to mean all the Curriculum is interpreted to mean all the organized activities, courses and organized activities, courses and experiences which a student have under the experiences which a student have under the direction of the school whether in the direction of the school whether in the classroom or not. classroom or not.

By Stephen RomineBy Stephen Romine(Building the high school curriculum)(Building the high school curriculum)

Modern Concept of CurriculumModern Concept of Curriculum(Cont..)(Cont..)

Oliver (1965) :-Oliver (1965) :- Oliver is of the Oliver is of the

opinion that curriculum is something felt opinion that curriculum is something felt rather than some thing to be seen.rather than some thing to be seen.

Saylor & Alexander :-Saylor & Alexander :-

The curriculum is the The curriculum is the sum of the school efforts to influence sum of the school efforts to influence learning whether in the class room, on the learning whether in the class room, on the playground or out of school. playground or out of school.

Modern Concept of CurriculumModern Concept of Curriculum(Cont..)(Cont..)

Tyler :-Tyler :-

““All of the learning of All of the learning of students which are planned by and directed students which are planned by and directed by the school to attain its educational by the school to attain its educational objectives”objectives”

Two Conditions of CurriculumTwo Conditions of Curriculum

1.1. To implement / organize by an educational To implement / organize by an educational institution or school.institution or school.

2.2. To achieve the educational objectives.To achieve the educational objectives.

Role of Curriculum in National Role of Curriculum in National DevelopmentDevelopment

Curriculum role as observed in educational Curriculum role as observed in educational policy 1979 should aim at enabling the policy 1979 should aim at enabling the learners to acquire knowledge, develop learners to acquire knowledge, develop concept, skills, attitudes and values.concept, skills, attitudes and values.

1.1. Knowledge 33% (Cognitive domain)Knowledge 33% (Cognitive domain)

2.2. Concept 33% (Effective domain)Concept 33% (Effective domain)

3.3. Skills 33% (Psycho motor domain)Skills 33% (Psycho motor domain)

The role of curriculum further includes:The role of curriculum further includes:

Role of Curriculum in National Development (Cont..)Role of Curriculum in National Development (Cont..)

1.1. Curriculum and Developing Democratic Curriculum and Developing Democratic Life: -Life: -

The four most demands of The four most demands of present society on our education is the present society on our education is the development of a vital democracy.development of a vital democracy.

1.1. The development of every individual according to The development of every individual according to his capacities.his capacities.

2.2. The development of faith in democratic principals The development of faith in democratic principals and process,and process,

3.3. The development of enlighten and responsible The development of enlighten and responsible citizens.citizens.

4.4. The encouragement of leadership at all levels.The encouragement of leadership at all levels.


2.2. Raising Standards of Living:-Raising Standards of Living:-The nation's economic The nation's economic

growth would be able to ensure minimum growth would be able to ensure minimum standard of living of all the citizens through.standard of living of all the citizens through.

The improvement of productive efficiencyThe improvement of productive efficiency The full use of man power and natural recourses.The full use of man power and natural recourses. Stemming the fast growth of populationStemming the fast growth of population Helping in obtaining self-sufficiency in food and Helping in obtaining self-sufficiency in food and

technology.technology. Opening up more channels of employmentOpening up more channels of employment

3.3. Curriculum & National Integration:-Curriculum & National Integration:-

Today the promotion of Today the promotion of national integration has paramount importance to national integration has paramount importance to Pakistan, our citizens must therefore : -Pakistan, our citizens must therefore : -

1.1. Be imbued with love of motherland.Be imbued with love of motherland.

2.2. Appreciate the richness of culture.Appreciate the richness of culture.

3.3. Learn the respect of every faith.Learn the respect of every faith.


4.4. Curriculum & Modernizing the Curriculum & Modernizing the Society : -Society : -

Pakistan’s image should be Pakistan’s image should be tied up with advancement in science & tied up with advancement in science & Technology.Technology.If we want to modernize the social order If we want to modernize the social order and keep pace (speed of progress) with and keep pace (speed of progress) with the fast changing world.the fast changing world.

This should have to be reflected in our This should have to be reflected in our curriculum. curriculum.


Culture and CurriculumCulture and Curriculum

Culture is dominant on curriculumCulture is dominant on curriculum Two major parts of culture are:-Two major parts of culture are:-

• LanguageLanguage• ReligionReligion

Values Transfer

Transmit

(as Such / with No Change)

School follows Society

Static

Transform

(With Some Change)

School will Lead the Society

Dynamic

Culture and CurriculumCulture and Curriculum

Cultural Lag :-Cultural Lag :-

The curriculum isThe curriculum is

always in every society a always in every society a

reflection of what peoplereflection of what people

think, feel, believe and do. To understand think, feel, believe and do. To understand the structure and function of the curriculum the structure and function of the curriculum it is necessary to understand, What is it is necessary to understand, What is Culture? Culture?

Cultural LagTechnology. Development

Values Development

The Meaning of CultureThe Meaning of Culture

A culture is the fabric of ideas, ideals, A culture is the fabric of ideas, ideals, believes, skills, method of thinking, believes, skills, method of thinking, customs and institution into which each customs and institution into which each member of society is born.member of society is born.

The culture is that part of environment that The culture is that part of environment that man himself made. A culture will vary from man himself made. A culture will vary from society to society and within the same society to society and within the same society over a period of time.society over a period of time.

The Elements of CultureThe Elements of Culture

1.1. UniversalsUniversals

2.2. SpecialtiesSpecialties

3.3. AlternativesAlternatives

The Elements of Culture (cont.)The Elements of Culture (cont.)1.1. Universals : -Universals : -

These are the elements that These are the elements that areare

universally distributed among the population.universally distributed among the population.

Individuals through out the society eat theIndividuals through out the society eat the

same food, wear the same style of cloths, use thesame food, wear the same style of cloths, use the

same language etc.same language etc.

All such things are generally accepted by the All such things are generally accepted by the

member of the society are called universals.member of the society are called universals.

It is possible that a universal element in oneIt is possible that a universal element in one

society would not appear in another society.society would not appear in another society.

The Elements of Culture (cont.)The Elements of Culture (cont.)

2.2. Specialties :-Specialties :-Some elements of culture Some elements of culture

areare found among only a portion of population. Infound among only a portion of population. Inevery society there are something that only every society there are something that only

a part of people know about or can do. a part of people know about or can do. All these are called Specialties.All these are called Specialties.All professions can be categorize as All professions can be categorize as

specialties. specialties.

The Elements of Culture (cont.)The Elements of Culture (cont.)3.3. Alternatives : -Alternatives : -

There are certain that belongThere are certain that belong neither the universal nor specialties.neither the universal nor specialties.Alternatives may enter in a culture by way Alternatives may enter in a culture by way of invention within the society or from an of invention within the society or from an other culture.other culture.

As new ways of doing things emerge & come As new ways of doing things emerge & come to be accepted, they are absorbed by the to be accepted, they are absorbed by the universals or specialties. universals or specialties.

For example a new way of teaching, a newFor example a new way of teaching, a new way of cooking food, use of computer etc. way of cooking food, use of computer etc.

Cultural Change and CurriculumCultural Change and CurriculumWhen alternative elements appear inWhen alternative elements appear in

culture, they disturb the culture pattern.culture, they disturb the culture pattern.When the number of alternatives is lowWhen the number of alternatives is low

as compared with universals, the culture willas compared with universals, the culture willhave a high degree of stability.have a high degree of stability.

As alternatives increase, social changeAs alternatives increase, social changealso increase.also increase.

The curriculum development will be inThe curriculum development will be insuch a way that cultural elements both newsuch a way that cultural elements both newand old are mutually adjusted. and old are mutually adjusted.

Characteristics of CurriculumCharacteristics of Curriculum

1.1. Totality of ActivitiesTotality of Activities

2.2. A mean to an endA mean to an end

3.3. Mirror of curricular and co-curricular Mirror of curricular and co-curricular activities / trendsactivities / trends

4.4. Development of balanced Development of balanced personalitypersonality

5.5. DynamicDynamic

6.6. Achievements of goalsAchievements of goals

Characteristics of Curriculum (cont.)Characteristics of Curriculum (cont.)1.1. Totality of Activities : - Totality of Activities : -

It refers to the totality of It refers to the totality of

subject matter, activities and subject matter, activities and experiences. experiences.

2.2. A mean to an end : -A mean to an end : -

Curriculum is not an endCurriculum is not an end

itself but a means to an end. It is created itself but a means to an end. It is created toto

acquire the aim of educationacquire the aim of education

3.3. Mirror of curricular and co-Mirror of curricular and co-curricular activities / trends : - curricular activities / trends : -

Characteristics of Curriculum (cont.)Characteristics of Curriculum (cont.)4.4. Development of balanced personality : -Development of balanced personality : -

The activities in curriculumThe activities in curriculumConcerning physical, intellectual, emotional,Concerning physical, intellectual, emotional,social, economics, aesthetic & culturalsocial, economics, aesthetic & culturaldevelopment play their role for developingdevelopment play their role for developingbalance personality.balance personality.5.5. Dynamic : - Dynamic : -

A good curriculum is dynamic. It has to A good curriculum is dynamic. It has to bebe

kept dynamic in order to keep with the needs, kept dynamic in order to keep with the needs, interest,interest,

abilities, attitudes and life of pupils.abilities, attitudes and life of pupils.6.6. Achievements of goals : -Achievements of goals : -

Components of CurriculumComponents of Curriculum

1.1. ObjectivesObjectives

2.2. ContentContent

3.3. MethodMethod

4.4. EvaluationEvaluation

Objectives

EvaluationContent

Method

Feed Back

School of Thought of School of Thought of PhilosophyPhilosophy

►ProgressivismProgressivism►TraditionalismTraditionalism► Islamic PhilosophyIslamic Philosophy

Eclecticism (Collection of good concepts Eclecticism (Collection of good concepts of of different different philosophies) philosophies)

Effect of Philosophy on Effect of Philosophy on Curriculum Development Curriculum Development

►There may be a gap between four There may be a gap between four components of curriculum.components of curriculum.

►For curriculum development first of all For curriculum development first of all we see the philosophy/ ideology of we see the philosophy/ ideology of that society for which we want to that society for which we want to develop the curriculum.develop the curriculum.

►Now we find out what is the view point Now we find out what is the view point of different philosophies about the of different philosophies about the components of curriculum. components of curriculum.

1.1. ObjectivesObjectives

►Progressivism : -Progressivism : -

They do not believe They do not believe in Pre-determination of objectives, So in Pre-determination of objectives, So there would not be a pre-determined there would not be a pre-determined set of objectives.set of objectives.

They believe that change is reality.They believe that change is reality.

Accept change so did not set objectives Accept change so did not set objectives first. first.

1.1. Objectives (Cont.)Objectives (Cont.)

►Traditionalism : - Traditionalism : -

They emphasis to have a They emphasis to have a permanent set of objectives. Because permanent set of objectives. Because they believe that values are Cosmic they believe that values are Cosmic and permanent.and permanent.

Objectives are based on values. So they Objectives are based on values. So they also remained unchanged.also remained unchanged.

They believe that permanence is reality. They believe that permanence is reality.

1.1. Objectives (Cont.)Objectives (Cont.)

►Islamic Philosophy : -Islamic Philosophy : -

According to Islam, According to Islam, basic values are permanent. So will be basic values are permanent. So will be the educational objectives.the educational objectives.

In traditionalism, sources of values are In traditionalism, sources of values are traditions of their forefathers, While is traditions of their forefathers, While is Islam, pleasure of ALLAH is the source Islam, pleasure of ALLAH is the source of Value. of Value.

2.2. ContentContent

Content depends on the concept of Content depends on the concept of knowledge.knowledge.


They accept sense They accept sense perception as only reliable source of perception as only reliable source of knowledge.knowledge.

So, content consist of science and So, content consist of science and technology.technology.

2.2. Content (Cont.)Content (Cont.)

►Traditionalism : -Traditionalism : -

They consider They consider authoritative knowledge, only to be authoritative knowledge, only to be reliable. So, the knowledge shall reliable. So, the knowledge shall consist of knowledge bearing the consist of knowledge bearing the stamp of the approval of their stamp of the approval of their forefathers. forefathers.

2.2. Content (Cont.)Content (Cont.)►Islamic Philosophy : -Islamic Philosophy : -

According to Islam According to Islam only the prophetic knowledge is only the prophetic knowledge is absolutely reliable. So content will absolutely reliable. So content will essentially consist of the knowledge, essentially consist of the knowledge, contained in the Quran and Sunnah.contained in the Quran and Sunnah.

Knowledge gained through other sources Knowledge gained through other sources will also be tested on this criteria (Quran will also be tested on this criteria (Quran & Sunnah) and may conditionally made & Sunnah) and may conditionally made a part of curriculum.a part of curriculum.

3.3. MethodMethodMostly, it deals with psychology but Mostly, it deals with psychology but

overall teaching style is determined on overall teaching style is determined on the base of philosophy.the base of philosophy.


It gives rise to Academic It gives rise to Academic Freedom Style (AFS) in teaching.Freedom Style (AFS) in teaching.

► Traditionalism : -Traditionalism : -

It leads to development It leads to development of indoctrination approach in teaching.of indoctrination approach in teaching.

(Imposition of Ideas)(Imposition of Ideas)

3.3. Method (Cont.)Method (Cont.)


Islam encourage Islam encourage eclectic approach.eclectic approach.

Both the style may be applied according Both the style may be applied according to teaching learning situation.to teaching learning situation.

AFS + IndoctrinationAFS + Indoctrination

AFS (Academic Freedom Style) AFS (Academic Freedom Style)

4.4. EvaluationEvaluation

Its details are determined according to Its details are determined according to psychological principals. However psychological principals. However philosophy also influence the testing philosophy also influence the testing techniques.techniques.

► Progressivism : -Progressivism : -

They are more inclined to They are more inclined to practical or observational technique. practical or observational technique.

4.4. Evaluation (Cont.)Evaluation (Cont.)

► Traditionalism : -Traditionalism : -

They are more They are more inclined to written test. inclined to written test.


Believes on both Believes on both styles. Both styles may be applied styles. Both styles may be applied according to Islamic philosophy.according to Islamic philosophy.

Role of CurriculumRole of Curriculum

1. Conservative Role

2. Critical Role

3. Creative Role

Functions of Conservative RoleFunctions of Conservative Role

1. Adjective Function

2. Adoptive Function

3. Integrative Function

Function of Critical RoleFunction of Critical Role

• Distinctive Function

Functions of Creative RoleFunctions of Creative Role

• Selective Function

• Progressive Function

curriculum & components of curriculum (by umair ahraf)

Education