PME 810- Module 2

Definitions and Terms

By Erin Elmhurst and Lisa Marcos

Curriculum Conceptions
Academia Individual Technology Society
-focus on cognitive -students discover -development of -based on the needs of
development and learning on their own intellectual skills society
based on their own -prepares students for
knowledge -focus on achievement
interests the changing world
-transmission of -setting and working and ensuring the -focused on social
information towards personal curriculum is provided change
-focused on Western learning goals and accessible to -social justice
culture -self discovery students
-traditional -teacher as a resource -focus on how to teach
-often preferred by not just what
educators
-develop thinkers who
questions the learning

Referenced in: Referenced in: Referenced in: Referenced in:

- Academic - Self-Actualization - Cognitive Processes - Social
Rationalism (Eisner (Eisner & Vallance, (Eisner & Vallance, Reconstruction
& Vallance, 1974) 1974) 1974) (Eisner & Vallance,
- Academic (McNeil, - Humanistic (McNeil, - Technology (Eisner & 1974)
2009) - Social
2009) Vallance, 1974)
- Humanistic (Ornstein Reconstruction
- Academic (Ornstein - Systemic (McNeil,
& Hunkins, 2013) (McNeil, 2009)
& Hunkins, 2013) - Learner-Centered 2009) - Reconceptualist
- Academic (Schiro, (Schiro, 2013) - Social Efficiency (Ornstein & Hunkins,
2013) - Self-Actualization (Schiro, 2013) 2013)
- Cumulative tradition (Sowell, 2005) - Development of - Social reconstruction
of organized - Personal success / Cognitive Processes (Schiro, 2013)
knowledge (Sowell, commitment (Sowell, 2005) - Social relevance -
2005) (Vallance, 1986) - Technology (Sowell, reconstruction
- Academic 2005) (Sowell, 2005)
Rationalism - Technology - Social
(Vallance, 1986) Reconstruction
(Vallance, 1986)
(Vallance, 1986)

Philosophies
Perennialism Essentialism
(Ornstein, 1990-91) (Ornstein, 1990-91)
-Realism -Idealism, realism
-Cultivates the intellect -Intellectual growth of the
and rational person, individual, to educate a
-Focus on fact and on competent person
past studies, classical -Essential skills in
studies academic subjects, the 3
R's
Aligned with Academic Mastery of skills
conception
Aligned with Academic
conception and
Technology conception
Designs included: Designs included:
Thematic Instruction Interdisciplinary
(Sowell, 2005) Integrated Studies
- Content is selected and (Sowell, 2005)
organized before -Several disciplines with
instruction a common conceptual
- Scope carefully defined focus
- Learners progress -Example: 20th century
through logical steps conflicts as explored from
-Systemic, efficient way history, geography,
to learn cultural heritage government, economics,
culture
Subject Design
(Ornstein & Hunkins, Discipline design
2013; Sowell, 2005) (Ornstein & Hunkins,
- Scholarly discipline 2013)
focus - Focus on academic
-Stress on standards disciplines
and accountability - Aims to foster student
-Organized according to thinkers and intelligence
essential knowledge - Teacher does not need
-Teacher directed to continuously provide
Progressivism Reconstructionism
(Ornstein, 1990-91) (Ornstein, 1990-91)
-Pragmatism, -Pragmaticism
-Democratic social living -Improvement in
-Focus on active and reconstruction of society,
interesting learning, education for social
knowledge needs leads reform and change
to growth and -Skills and subject
development needed to ameliorate
-Problem solving, problems, learning
scientific inquiry, based concerned with
on students interest contemporary and future
-Living-learning process society
-Aligned with humanistic -Teacher as agent of
education, free schooling change, emphasis on
social sciences, focus on
Aligned with Individual present and future
conception trends
Aligned with Society
conception
Designs included: Designs included:
Process designs Romantic / radical
(Ornstein & Hunkins, design
2013) (Ornstein & Hunkins,
-Procedural knowledge 2013)
-Curriculum for teaching -Students experiences
critical thinking, meaning and interests
making -Curriculum design and
-Involves students in content selected is the
their learning and result of planning and
empowers them intent
-Works to alter the
Organic curriculum division of students into
(Sowell, 2005) “Haves” and “Have Nots”
-Child centeredness, -Pedagogy of the
experience-based oppressed reference:
-Learning, integrated education indoctrinates
content areas, process- students to serve
oriented instruction controlling groups
-Approach from the -Overtly political
child's point of view
- Intent is to enable Life situations design
-Lack of information children to integrate their
individualization, not - Educate students, does learning
enough focus on the not train them for a job
learner Developmental
Broad field design curriculum (Sowell,
(Ornstein & Hunkins, 2005)
2013; Sowell, 2005) -Based on students
-Interdisciplinary design needs an interest
-Give students an -Active Learning,
understanding of all genuine first-hand
content areas, attempts experiences
to integrate content
Humanistic design
Correlation design (Ornstein & Hunkins,
(Ornstein & Hunkins, 2013)
2013; Sowell, 2005) -Experiences, interests,
-Not as broad as broad needs of self and group
fields design, but -Focus on self
separate subjects are actualization, emphasis
linked to avoid on empowering
fragmentation individuals by actively
-Subject can be related involving them
yet maintain separate -Questions foster
identities learning in deep thinking,
collaborative,
Technology as multidisciplinary study
Curriculum (Sowell, -Students experience
2005) learning with emotion,
-Explicit objectives, imagination, and wonder
carefully sequenced set
of activities
-Subject matter as Child-centered design
source of content (Ornstein & Hunkins,
-Focus on organizing 2013)
knowledge so students -Child-centered, students
can learn it active in learning
environments
-Curriculum based on
students’ needs and
interest
-Teaching at child's
developmental level
-Integrate subject matter
(Ornstein & Hunkins,
2013)
-Focus on real life
problems of individuals
and Society
Reconstructionist
design
(Ornstein & Hunkins,
2013)
-Curriculum fosters social
actions in reconstructing
society, -Advancement of
social justice
-Now called re-
conceptualists rather
than reconstructionists
Society culture based
design (Sowell, 2005)
-Emphasis on problem-
solving processes and
social human relations
skills rather than
acquiring content
-May be organized
around problems of
community life
 from various fields to
understand and solve
social problems

Experience Centered
design
(Ornstein & Hunkins,
2013)
-Based on child’s
experiences and
interests
-Curriculum cannot be
pre-planned, teacher
must react to each child
-Learning is a social
activity, students design
their own learning

Core curriculum
(Sowell, 2005)
- Development of
common competencies
needed by all students,
as well as recognizing
differences and attitudes,
aptitudes and capacities
- Problem solving
approach, teacher as a
guide

School-to-work
Curriculum (Sowell,
2005)
-Shadowing
opportunities for real
tasks in the workplace

Shadow Curriculum (Ornstein & Hunkins, 2013)

Operational curriculum:
● what gets taught
● what teachers choose
● teachers decisions influenced by their understanding of community,
school’s views and beliefs, their own beliefs and personality
Hidden curriculum:
 ● comes from relationships and interactions
● influenced by the operational curriculum
● resents content and understandings that are implicit in the operational
curriculum
Null curriculum:
● what the teacher leaves out
● content, values and experiences that are omitted by the teacher but
recognized as being ignored

Traditional Philosophies (Ornstein,1990/91)

Focus on:
● Conformity
● Compliance
● Knowledge prepares students for freedom
● Academic rewards
● Jobs as merit
● Acceptance of norms and roles in society

Contemporary Philosophies (Ornstein,1990/91)

Focus on:
● growth, creative self learning
● active processes, problem solving, subject matter as a medium for
teaching skills attitudes and intellectual processes
● emphasis on the whole child
● heterogeneous grouping of children viability, teacher as guide,
individual expression
● moral and social development leads to good citizenship
● emphasis on equality in education, self-actualization, social
reconstruction

Considerations in Content Organization

Scope
● Breadth and depth of the curriculum
● Must consider learning’s cognitive, affective and psychomotor domains and what is
covered in each domain

Sequence
● considered student stages of thinking
● repetition of content and its depth

Continuity
● ideas, themes, and skills that are dealt with more than once

Integration
● Concepts, skills, and values are mutually reinforcing continuity
 ● linking knowledge and experiences

(Ornstein & Hunkins, 2013 & Sowell, 2005)

Articulation
● vertical and horizontal interrelatedness of various aspects of curriculum

Balance
● strive to give way to each aspect of design
● balance between personal, social, and intellectual goals

(Ornstein & Hunkins, 2013)

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.

McNeil, J. D. (2009). Contemporary curriculum in thought and action (7th ed.). Hoboken, NJ: John
Wiley. Pages 1, 3-14, 27-39, 52-60, 71-74.

Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School
Journal, 74, 102-109.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.).
Boston, MA: Pearson. Read Chapter 6, pp. 149-173.

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 37-51, 55-61, 81-
85,103-106). Upper Saddle River, NJ: Pearson.

Schiro, M. S. (2013). Introduction to the curriculum ideologies. In M. S. Schiro,

Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks,
CA: Sage.

Vallance. (1986). A second look at conflicting conceptions of the curriculum. Theory into Practice,
25(1), 24-30.