Historical and Sociological Foundation In Education/Traditional and Progressive View

The Teacher and The School Curriculum

Franklin Bobbit

Started curriculum development movement

Franklin Bobbit

Emphasizes student needs to prepare for adult life

Franklin Bobbit

Objective and activities should group together

Franklin Bobbit

Sequence the activities 

Werret Charters

Objective and activities should match

William Kilpatrick

Curricula are purposeful activities

William Kilpatrick

He introduced project method

William Kilpatrick

Curriculum develops social relationships and small group instruction

Harold Rugg

Curriculum should develop the whole child or holistic development

Harold Rugg

He emphasize social studies and suggested that the teacher plans curriculum in advance

Hollis Caswell

Social functions and social rules

Hollis Caswell

Curriculum is organized in terms of learners interest

Hollis Caswell

Curriculum, instruction and learning are interrelated

Hollis Caswell

Curriculum is a set of experiences

Ralph Tyler

Curriculum is a science and an extension of schools philosophy

Ralph Tyler

Subjects are organized in terms of knowledge, skills, and values

Ralph Tyler

he emphasize problem-solving

Ralph Tyler

Curriculum aims to educate, generalist and not specialist

Hilda Taba

Lay the foundation for diverse student population or inclusive education

Hilda Taba

Contributed to the development and critical thinking in social studies curriculum

Peter Oliva

Curriculum change is a cooperative endeavor

Peter Oliva

Teachers and curriculum specialist, constitute the professional core of planners

Peter Oliva

Significant improvement is achieve through group activity.

John Dewey

Consider two fundamental elements, the school in the civil society

John Dewey

Encourage experimental intelligence and plurality

Alvin Toffler

Technology

Alvin Toffler

Homeschooling

Alvin Toffler

Wrote the book future shock

Paolo Freire

He is against a spoon feeding

Paolo Freire

Shaping the person through critical reflections and conscientization

Paolo Freire

Social awareness or critical consciousness

Paolo Freire

Teachers use questioning and problem posting approach

John Goodlad

Reduce conformity in classroom and give autonomy and freedom

John Goodlad

Constant need for school improvement

John Goodlad

Involvement of students and planning

William Pinar

broaden the conception of curriculum to enrich practice

William Pinar

Curriculum involves multiple disciplines

William Pinar

Curriculum studied from a historical racial, gendered, phenomenological, postmodern, theological, and international perspectives

Robert Hutchins Arthur Bestor Joseph Schwab Phillip Phenix

Proponents in Traditional View

John Dewey Hollis Caswell and Ken Campbell Otaniel Smith William Stanley and Harlan Shore Colin Marsh and George Willis

Proponents of Progressive View

Robert Hutchins

Proponent of perennialism

Robert Hutchins

View curriculum as permanent studies

Robert Hutchins

Grammar, reading, rhetorical logic and math are emphasize

Robert Hutchins

3Rs are emphasize in basic education while Liberal education should be emphasize in college

Arthur Bestor

Mission of the school should be intellectual training

Arthur Bestor

He included math, science, history, and foreign language

Joseph Schwab

He thinks that the sole source of curriculum is discipline

Joseph Schwab

He coined the term discipline as a ruling doctrine

Phillip Phenix

Knowledge comes from various disciplines

John Dewey

Learning by doing

John Dewey

Believes that education is experiencing

John Dewey

Reflective thinking is a means to unify curricular elements

Hollis Caswell and Kenn Campbell

Viewed curriculum as all experience under the guidance of the teachers

Otaniel Smith William Stanley and Harlan Shore

Curriculum as a sequence of potential experiences

Colin Marsh and George Willis

Curriculum as all the experiences which are planned and enacted by the teacher, and also learned by the students