COURSE 8: KNOWLEDGE AND CURRICULUM
OBJECTIVES
The student teachers will be able to:
1. explain the epistemological and sociological bases of education
2. explain the nature and principles of child-centered curriculum
3. describe the relationship of nationalism, universalism and secularism with
education
4. understand the principles of democratic curriculum
5. discuss the educational thoughts of great educational thinkers on child-
centered education
6. discuss the nature, principles and resources of curriculum
7. comprehend curriculum process and practice
8. explain the need for hidden curriculum
Unit I: Epistemological Bases of Education
Epistemology: Type of knowledge - Meaning of knowledge, skill, teaching,
training, information, reason and belief- Distinction between knowledge and
skill – Distinction between teaching and training - Distinction between
knowledge and information - Distinction between reason and belief
(Suggested instructional approaches/methods:
i) Talk by teacher on the Epistemological bases of education
ii) Group discussion on the distinction of the epistemological bases of
education .)
Unit II: Social Bases of Education
Influence of society, culture and modernity on education – Influence of
industrialization and democracy – Influence of individual autonomy and reason
on education – Understanding education in relation to modern values: equity
and equality, individual opportunity – Understanding social justice and dignity
with special reference to Ambedkar.
(Suggested instructional approaches/methods:
i) Seminar on the influence of society, culture and modernity on education
ii) Group discussion on social justice and dignity with special reference to
Ambedkar.)
Unit III: Child-Centered Education
Meaning and characteristics of child-centered education - Educational
Thoughts of Mahatma Gandhi, Rabindranath Tagore, John Dewey, Plato, Martin
Buber, Paulo Freire with special reference to the three concepts: activity,
discovery and dialogue relating to child-centered education.
(Suggested instructional approaches/methods:
i) Group discussion on nature and principles of child-centered education.
ii) Student Seminar on educational thoughts of Gandhi, Tagore, Dewey,
Plato, Buber and Freire.)
Unit IV: Nationalism, Universalism, Secularism and Education
Meaning and definitions and concepts of nationalism, universalism and
secularism – Relationship of nationalism, universalism and secularism with
education with special reference to Tagore and Krishnamooorthy.
(Suggested instructional approaches/methods:
i) Teacher talk or Expert’s talk on nationalism, universalism, secularism and
education.
ii) Seminar on the ideas of Tagore and Krishnamoorthy about universalism
and secularism.)
Unit V: Education and Democracy
Meaning of democracy – Dewey’s concept of democracy and education –
meaning of democratic education – Democratic practices in education –
Education in a democratic society – Training for democratic citizenship –
multiculturalism and education.
(Suggested instructional approaches/methods:
i) Teacher talk on Dewey’s concept of democracy and education.
ii) Student seminar on training for democratic citizenship.)
Unit VI: Meaning and Nature of Curriculum
Meaning, definition and concept of curriculum – structure of curriculum –
Dynamics of curriculum - Changing concepts of curriculum.
(Suggested instructional approaches/methods:
i) Teacher talk the meaning and nature of curriculum.
ii) Group discussion on the changing concepts of curriculum.)
Unit VII : Principles of Curriculum Development
Need for curriculum development - Principles and stages of curriculum
development – Types of curriculum : Subject centered curriculum, student-
centered curriculum, society-centered curriculum and life-centered curriculum-
models of curriculum development : Tyler’s model and Hilda Tabal’s model.
(Suggested instructional approaches/methods:
i) Teacher talk on the principles of curriculum development.
ii) Panel discussion on different types of curriculum.)
Unit VIII: Resources of Curriculum
Curriculum based on a thorough knowledge of the students and their
communities; their values, their language, and their educational goals – Time
table, syllabus, textbooks and co-curricular activities – a critical analysis of
various samples of textbooks, children’s literature and teachers’ handbook.
(Suggested instructional approaches/methods:
i) Teacher talk on resources of curriculum.
ii) Presentation based on the critical analysis of various samples of children’s
literature.)
Unit IX: Curriculum Implementation
Curriculum as an enacted process – curriculum as process and practices -
Personnel participated in development of curriculum - Role of the state in the
development of curriculum – curriculum from the top to down and curriculum
for down to top – Meritocracy and its impact on curriculum – Valuing of rituals
in schools and its celebrations – recreation of norms in society –relationship
between power, ideology and the curriculum.
(Suggested instructional approaches/methods:
i) Teacher talk on curriculum as an enacted process and practice.
ii) Debate on the impact of Meritocracy on curriculum –factors influencing
curriculum implementation.)
Unit X: Curriculum change and Innovation
Need-based curriculum – factors related to development and assessment –
Meaning of hidden curriculum – Role of hidden curriculum in developing
resilience in children – Teaching strategies for developing resilience in children.
Curriculum revision and evaluation – Tyler’s objective-centered evaluation
model-Stufflebeam’s CIPP evaluation model -Curriculum and research-
curriculum change and innovation – Need and importance
(Suggested instructional approaches/methods:
i) Group discussion on hidden curriculum practices for developing resilience
in children.
ii) Teacher talk on Role of research and revision on need based curriculum.)
Tasks and Assignments
1. Prepare a report after critically evaluating the views of at least any three
educational thinkers on child-centered education.
2. Prepare a society centered and life centered curriculum for the emerging
Indian society.
REFERENCES
1. Ornstein A.C and Hunkins F.P(1988). Curriculum: Foundations, Principles
and Issues. New Jersey; Prentice Hall.
2. Dewey, John(1996). The Child and the Curriculum, Chicageo: The
University of Chicago Press.
3. Diamond Robert, M. Designing and Improving Course in Higher
Education: A Systemic Approach, California: Jossey.
4. Doll Ronal. C. Curriculum Improvement: Decision Making Process
London: Allyon and Bacon.
5. Saylor, G.J and Alexander, W(1965) Planning Curriculum of school, New
York: Holt Richard and Winston.
6. Taba, Hilda(1962) . Curriculum Development: Theory and Practice, New
York: Harcourt Brace, Jovanvich.
7. Tanner, D and Tanner, L.N(1975) Curriculum Development: Theory and
Practice New York: Mac Millan.
8. Thangasamy, Kokila (2016), gs;spfspy; Foe;ijikaf; fy;tp. Chennai :
Pavai Publications.
9. www.ncde.go.ug
10. www.wcedcurriculum.westerncap.gov.
11. www.ccsdli.org.
