Name of Outstanding Personalities
Contributions to Curriculum Development
Cluster 4
Saylor and Alexander viewed curriculum as
consisting of four steps:
1. Goals, objectives and domains
2. Curriculum designing
3. Curriculum implementation
4. Evaluation
Saylor and Alexander comment on the fundamental
obligation of the school as a social instrument.
This obligations is to achieve the goals that citizens
have in mind as they establish and operate the
schools. These aims in general terms, comprehend
the transmission of the culture of the society and
aspirations, and modes of behavior so that not only
will these unique characteristics of a social group as
well as the integrity of the society itself be
perpetuated, but the conditions of the life of the
John Galen Saylor (1902-1998) social group will be improve
- American educator
- FULLBRIGHT PROFESSORSHIP FOR The cultural bases of the curriculum as identified by
FINLAND, 1962 Saylor and Alexander' consist of the followings:
- Author (I) Teachers, themselves are participants in the
William Marvin Alexander (1912-1996) society and usually have been thoroughly educated_
- American Educator in the culture of the group for whom they plan a
- FATHER OF THE AMERICAN MIDDLE school program.
SCHOOL (2) The school will inculcate the values, ideals,
- Author beliefs, traditions,, and mores of the social group.
(3) The school educates its pupils to live in a
particular society at a particular time in its group life.
(4) The culture shapes pupils' development and
personality, and determines their educational needs.
(5) Curriculum Planning and teaching should take
account of the social as well' as the innate aspects of
pupil motivation.
(6) The relative importance of the knowledge,
understandings, and concepts to be learned by the
young is culturally determined.
A member of a distinguished academic
family, Robert J. Havighurst was born the
son of Freeman Alfred Havighurst, who was
on the faculty of Lawrence College, and
Winifred Weter Havighurst, who had been on
the faculty until her marriage. He was the
oldest of five children–four boys and one
girl–and attended public schools in college
Robert J. Havighurst (1900–1991) towns in Wisconsin and Illinois. Following
high school he attended Ohio Wesleyan
University, receiving his B.A. degree in 1921.
He enrolled at Ohio State University,
receiving his Ph.D. in chemistry in 1924.
Following receipt of his Ph.D., he went to
Harvard University as a postdoctoral fellow,
studying the structure of the atom and
publishing papers in journals of physics and
chemistry. He then spent a year on the faculty
of chemistry at Miami University
In 1934 he became the assistant director for
programs in science education for the General
Education Board of the Rockefeller
Foundation. It was here, under the guidance
of Lawrence Rank, that he became involved
in the study of children and adolescents.
Contributions:
Havighurst, lists the following six developmental tasks for
the school curriculum.
1. Learning to care for and use the body in effective fashion;
2. Getting along with age-mates in constructive pattern of
social interaction;
3. Learning an appropriate masculine or feminine role;
4. Acquiring a set of values and an ethical system as guides
for behavior;
5. Achieving personal independence from control by others;
6. Learning appropriate social attitudes toward institutions
and social groups.
https://prezi.com/zofxyia_p6dg/galen-saylor-and-
william-alexander-curriculum-model/
Read more: Robert J. Havighurst (1900–1991) -
Education, Development, University, and Schools -
REFERENCES
StateUniversity.com
https://education.stateuniversity.com/pages/2032/Hav
ighurst-Robert-J-1900-1991.html#ixzz6fT3B5Fey
1. Alinar, Baby Rose L.
2. Dag-uman, Ely Mae S.
Name of Group Members
3. Garbo, Jomerie
4. Sumbi, Blessy
