We chose to present our Philosophies of Curriculum that we were first introduced to in Module One through a visual mind map. Starting with philosophies as the foundation is critical because as Ornstein (1990/1991) stated, “philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculum” (p. 103). Ornstein (1990/1991), believed that an optimal approach to learning involves not just one philosophical perspective but using both new and old philosophies as a guide for educational institutions (p. 108).
We wanted to connect similarities that tie philosophies, concepts, and design of curriculum together. Perennialism and Essentialism with subject-focused learning have knowledge moving from the teacher to the student in a systematic way. On the opposite side, social constructivism, progressivism, and technology as a curriculum all reflect a learner-based focus. Social constructivism and progressivism display an active learner in their curriculum design. Their lessons are centred around experiences that go beyond the classroom. We noted that a cognitive process is more evident in progressivism, essentialism, and perennialism, as critical thinking is encouraged through a continuum of the benefit to self or society. Our mind map includes some examples of what these philosophies could look like in various learning environments.
Some trends we noted:
The Western curriculum of today has more of a focus on learner-centred philosophies (social reconstruction & progressivism) as it engages learners, makes them more proactive about their learning, and provides them with 21st-century learning skills that help them become active global citizens.
As schools desire to incorporate technology as curriculum, there are challenges such as inadequate funding and budget to have accessible technology for every student. Furthermore, technology can be distracting and take away from learning if not embedded properly into the curriculum. One possible solution to this is that students should receive support to prioritize and manage technology.
Overall, we recognize that the connections between philosophies, concepts, and designs will experience constant changes with research and societal influences. “Curriculum workers need to provide assistance in developing and designing school practices that coincide with the philosophy of the school and community” (Ornstein, 1990/1991, p. 108). Therefore, educational institutions must also evaluate if their chosen philosophies are displayed throughout the teaching and learning. “If we are not continually evaluating our practices to align without philosophies we will lose the conviction needed for action in learning” (Ornstein, 1990/1991, p. 103).
References
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
Perez, D. (2022, January 3). Chapter 6: Progressivism. Social Foundations of K12 Education. https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-5-progressivism/
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.
Queen's University, Kingston, September 2019
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