Fundamental Theory Of Curriculum Design

Secondly, Jackson (1992) suggests readers to consider the fundamental question for curriculum. Whether curriculum design should emphasize children psychology development or social needs. Jackson points out that Dewy’s research focus on the psychological considerations in mind. However, Bobbit concerns with social conditional outside the school. He calls for detailed studies of those conditions to determine what needed to be taught. Additionally, the reform group views the curriculum as serving to the individual, contributing to the personal development, and a means of fostering his / her potentials. On the other side is the view of the school as an instrument of social reform. Jackson views these different points as asking a fundamental question: What schools are for? What their ultimate mission should be?
I agree that the fundamental question affects the rationale of curriculum design and how to teach in school. I more prefer the curriculum is based on social needs. For example, I art education, many scholars consider that the purpose of art education is not to foster …show more content…
McNeil claims that there are four aspects are related to the definition of curriculum. Including humanistic, social reconstructionist, technological, and academic. Also, McNei states that all of these rationales affect what should be taught, to whom, when, and how. With the similar view, Eisner and Vallance describe five orientations that are linked with contemporary curricula perspectives: the cognitive processes approach, curriculum as technology, curriculum for self-actualization and consummatory experiences, curriculum for social reconstruction, and academic rationalism. Jackson summaries that these curriculum orientations reject “child-centered versus society-centered,” and “value education versus skills training” and bring more diverse in