curriculum history

Edmund C. Short provides a historical perspective on curriculum design.
Virgil E. Herrick (1950, 1965) emphasized curriculum design as:
- A structure defining components and relationships within the curriculum.
- A means to select, organize, and clarify roles in learning experiences.
- Identified dimensions of curriculum development beyond mere coherence.

Herrick's view led to identifying referents like knowledge, society, and the individual in curriculum design.
Goodlad summarized this tradition, exploring curriculum design at school, program, and classroom levels (1963).
Despite advancements, the discourse around coherence in curriculum design is limited in contemporary discussions.

The concept of curriculum design is often confused (Johnson, 1969; Daniels & Coombs, 1982).
A call for more analytical work and innovative designs has been recognized but not thoroughly pursued.

Persistent Life Situations Design (Stratemeyer et al., 1947):
- Focuses on categories of life situations emphasizing learning activities over traditional subjects.
- Engages students in real-life situations to develop democratic skills.
Social Problems Criterion (Smith, Stanley, & Shores, 1950):
- Curriculum should revolve around societal issues and rights, fostering democracy.
- The curriculum must balance social issues with disciplinary knowledge.
Bellack's Curriculum Proposal (1956, 1964):
- Combines disciplines with interdisciplinary studies, enhancing applicability to human affairs.
Core Curriculum (Faunce & Bossing, 1951):
- Reflects the need for effective communication and collaboration in a democratic society.
- Combines core subject areas with experiential learning opportunities.

General Curriculum Design (Broudy et al., 1964):
- Includes symbolic skills, scientific concepts, and social problem seminars.
Discipline-Centered Designs (King & Brownell, 1966; Phenix, 1964):
- Emphasize rigorous study of subjects guided by knowledgeable educators.
Process-Oriented Design (Berman, 1968):
- Focuses on eight human processes, aiming for holistic development beyond academic disciplines.
Individualized Curriculum Design (Frymier, 1973, 1977):
- Tailored to individual needs through a diagnostic-prescriptive model.

Historical designs provide valuable perspectives for contemporary curriculum development.
Modern approaches often reduce curriculum to measurable outcomes, contrasting the philosophical richness of historical models.
Future curriculum should merge historical wisdom with innovative and flexible frameworks, fostering holistic educational goals.