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Link: https://doi.org/10.3126/irj.v2i2.56165
Philosophical perspectives towards curriculum

Yam Bahadur Tamang

yambahadurtamang7@gmail.com
Sanothimi Campus, Sanothimi, Bhaktapur
Abstract
The curriculum is the backbone of the education system of any country. Philosophy and
curriculum are interrelated, philosophy provides guidelines for curriculum development
and it helps to select the valid and significant content, appropriate instructional methods,
materials, teaching-learning activities, and evaluation process in the curriculum. This is
a knowledge-based article and descriptive. In this article, I have discussed the four major
philosophies and four major educational philosophies related to curriculum. In preparing
for this article I have used published books, and online documents for the study sample
and data collection tools.
Keywords: Curriculum, Philosophy, Re-constructionism, Relevant curriculum,
curriculum worker
Received: 1, April, 2023 Revision Accepted: 13, May, 2023 Published: 12, June 2023

Introduction

Philosophy
Philosophy is a combination of two Greek words philos and Sophia. The term philos
means love and Sophia means wisdom. Therefore etymologically philosophy denotes the
love of wisdom. It refers to the search for wisdom, truth, or fact and the relationship
among ideas. Philosophy is the foundation, the mother, and the engine of all disciplines.
Philosophy is the truth or wisdom gained out of human knowledge and experience as
consequences of his interaction with the enfolded fact of nature. It is an attempt to answer
the ultimate questions of life and the universe. Philosophy is a set of views or beliefs
about life and the universe, a system of beliefs about reality. It always seeks to search for
reality. What is real? What is the universe? In conclusion, it is an integrated view of the
world.
Curriculum
Defining the word curriculum is no easy matter. Perhaps the most common definition
derives from the words Latin root which means' racecourse'(Marsh, 2004). In this race
course, students are run for the achievement of educational goals. The curriculum is the
'plan for learning'(Taba, 1962). Curriculum as experience (Dewey, 1916). The curriculum
is concerned with four fundamental questions of curriculum, namely: what to teach? How
to teach? When to teach? What is the impact of teaching? (print, 1993). A curriculum is a
written document or written plan which helps to achieve the educational goals of any
country.
Objective of the study
1. To analyze the philosophical perspectives about the curriculum.
Methodology
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This research article is based on only secondary sources of data. In the context of
preparing for this research article, I have used published books, library documents, and
online documents for the sources of data and sample this article is based on descriptive
research design.

Analysis
Philosophy and curriculum
Philosophy is the backbone and beginning point in the curriculum development process
which directs the educators and curriculum workers for developing and organizing
curriculum. it helps to clarify education's goals, suitable content, teaching and learning
process, and the experiences and activities that schools should emphasize. it helps the
curriculum worker to determine what schools are for, what subjects have value, how
students learn, and what methods and materials to use. Philosophy provides a basis for
deciding which textbooks to use, how to use them and how much homework to assign,
how to test students and use the test results and what courses or subject matter to
emphasize results and what courses or subject matter to emphasis (Ornstein and Hunkins,
2018). Philosophy has entered into every important decision that has ever been made
about curriculum and teaching in the past and will continue to be the basis of every
important decision in the future.

Four major philosophies and curriculum

Idealism. Idealists believe that the spiritual, non-material world is ultimately real, with
spiritual essence or soul as the permanent element of human nature that gives individuals
the power to think and feel (Ornstein and Levine2008). Plato emphasizes that the
curriculum should be based on intellectual development, aesthetic development,
physical development, and moral development. Language, history, literature geography,
mathematics, astronomy, science, etc. Should be taught for intellectual development, arts,
and poetry for aesthetic development, athletics for physical development, and religion,
philosophy, and ethics for moral development (Ozmon,2012).idealists argued that the
highest aim of idealism is the search for truth and enduring values. Plato believed that
ideas could be integrated into universal concepts and a meaningful whole. According to
idealism truth can be found through reasoning intuition and religious revelation. The
curriculum is based on religious studies and spiritual studies(Ornstein and Hunkins,2018).
Idealists give more importance to thoughts, feelings, and values than to child-centered
activities in the curriculum while developing the curriculum. Realists emphasize those
subjects and activities in the curriculum which enable the child to achieve the fullest
development of his innate power (Ravi, 2015).
Realism. Realism is one of the oldest philosophies in Western culture and dates back at
least to ancient Greece. Because of its respectable age, realism has had a variety of
proponents and interpretations as diverse as classical and religious realism and scientific,
natural, and rational realism. Because of this confusing array of variations, it seems most
threads have been interwoven throughout its long history. (Ozmon and Craver, 2003).
Although realists have different views about what subject should constitute the
curriculum, they agree that studies should be practical and useful. Locke approved of
such practical studies as reading, writing, drawing, geography, astronomy, and studies in
dancing fencing, and riding (Ozmon, 2012). In perusing Locke's writing one finds two
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types of curricula in his system: one for the rich and one for the poor. Locke proposed
that all children between ages 3 and 14 whose parents were on relief should be sent to a
work school for as long as they resided with their parents. They should earn their way at
this school so as not to burden the local government financially. While there, they should
have a "belly –full of bread daily" and in cold weather "a little warm water gruel "They
were to be taught the manual skills of spinning, knitting, and some other part of woolen
manufacturing" and be given some sense of religion. A historical feature of the realist
curriculum has been the great attention given to the use of didactic and object studies in
education (Ozmon and Craver, 2003).
Pragmatism. Pragmatism is a philosophy that prefers flexible educational methods and
curricula. (Ozmon, 2012) The root of the word pragmatism is a Greek word meaning
"work". It means it focuses on the action-oriented education and activity-oriented
approach to education. Pragmatists reject separating knowledge from experience and
fragmenting or compartmentalizing knowledge (Ozmon and Craver, 2003). Pragmatists
believe in a diversified curriculum they advocate problem-centered learning as the proper
approach to curriculum organization. It focuses the learning by doing or an action-
oriented and child-centered curriculum. Pragmatist educators advocate meeting the needs
of interests of the child and they believe that the material for any project must be
appropriate for the age of the students and the teacher must provide direction to keep the
activities within reasonable limits (Ozmon,2012). Pragmatists focus on the principle of
utility, interest, experience, integration, flexibility, and child-centeredness while
curriculum development (Ravi, 2015, Ozmon and Craver, 1999).
Existentialism. An existentialist curriculum consists of experiences and subjects that lend
themselves to individual freedom and choice, according to existentialist philosophy
people continually choices and thereby define themselves (Ornstein and Hunkins, 2018).

The below table shows the four major philosophies and their emphasis on learning and
curriculum.

Philosophy Proponents Emphasis on Emphasis on

learning curriculum
Idealism Emerson Recalling Knowledge-based;
Frobel knowledge and subject-based,
Hegel ideas: abstract classic or liberal
Plato thinking. arts, hierarchy of
subjects:
philosophy,
theology, and
mathematics are
most important.
Realism Aquinas Exercising the Knowledge-based;
Aristotle mind; logical and subject-based; arts
Broudy abstract thinking. and sciences;
Maritain hierarchy of
Pestalogy subject; humanistic
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and scientific
subject.
Pragmatism Childs Methods for No permanent
Dewey dealing with knowledge or
James changing subjects;
Peirce environment and appropriate
scientific experiences that
explanations transmit culture and
prepare individuals
for change;
problem-solving
activities.
Existentialism Sartre Knowledge and Choices in subject
Marcel principles of the matter, electives;
Morris human conditions; emotional aesthetic,
Soderquist the act of choosing. and philosophical
subjects.

Source: (Ornstein and Levine, 2008, p.163), (Ornstein and Hunkins, 2018, p.51)

Four Educational philosophy and curriculum

Perennialist advocates permanent studies and they focus on seven liberal arts;
Quadrivium and Trivium (Ornstein and Hunkins, 1997, Wiles and Bondi,1993).
According to Hunkins knowledge is truth, truth is everywhere the same. So education
should be everywhere the same. Essentialists focus on essential studies like mother
tongue, grammar literature, science, mathematics, history, and foreign language for the
secondary level and 3Rs reading, writing, and reason for the basic level (Ornstein and
Hunkins, 2018, wiles and Bondi,1993). Essentialist also emphasizes the intellectual
growth of individuals. Progressivism advocates the experienced-based curriculum.
According to John Dewey, the curriculum should be based on the need, interests, and
abilities of the child. It means the center of the curriculum is the child or learner while
curriculum development. It focuses on learning by doing and interacting with the
favorable environment of the child and interdisciplinary subject matter(Ornstein and
Hunkins,2018). Reconstructionists emphasized the addressing of social questions and a
quest to create a better society. The curriculum focuses on students taking social action in
solving real problems and social reform.

Educational Philosophies and Curriculum

The below table shows the four educational philosophies, their philosophical base,
curriculum focus, and related curriculum trend.

Educational Proponents Philosophical Curriculum Related

Philosophy base Focus curriculum
trends
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Perennialism Hutchins Realism Classical Great book

Adler subjects; literary
Maritain analysis, constant
curriculum
Essentialism Bagley Idealism Essential Back to basic
Bestor realism skills(3Rs) and cultural literacy
essential subject excellence in
education
Progressivism Dewey Pragmatism Student interest, Relevant
Kilpatrick address human curriculum,
Parker problems and humanistic
Johnson affairs, education,
interdisciplinary Radical school
subject matter, reform
activity, and
project
Reconstructionism Theodore pragmatism Emphasis on international
Brameld social sciences education
George and social reconceptualize
counts research methods, equality of
focus on present educational
and future trends opportunities
as well as on
national and
international
issues
Source: (Ornstein and Hunkins, 2018), (Ornstein and Levine, 2008).

Concept of curriculum and emphasis area

The below table shows the educational philosophy, their concept of curriculum, and
emphasis area.

Educational Concept of curriculum Emphasis area

Philosophy
Perennialism Curriculum as subject matter Permanent knowledge

Essentialism Curriculum as subject matter Essential knowledge

Progressivism Curriculum as experience Learners' needs and

interest
Re-constructivism Curriculum as social reform Social problems and affair

Source: (Taba, 1962), (print,1993),(Ornstein and Hunkins,2018).

Result and conclusion
Philosophy and curriculum are interrelated to each other. Philosophy guides the
curriculum worker in the context of the curriculum planning and development process.
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Every philosophy has its perspectives on curriculum. When someone wants to develop a
curriculum first he/she must be cleared of philosophical bases for curriculum
development. There are different philosophies and philosophical views about the
curriculum. Idealists philosopher focused on spiritual and religious development subject
matter in the curriculum and they also focused on intellectual, physical, moral, and
aesthetic development content that should be selected and organized in the curriculum.
They give more importance to thoughts feelings and values than to a child-centered
curriculum. Realists advocate a practical, useful, and experience-based curriculum. They
also focused on knowledge and subject-based curriculum. Progressivism emphasizes the
flexible curriculum which is based on the child's needs, interests, and ability and learning
by doing. It means a child-centered curriculum. Perennialist focused on permanent studies
or permanent knowledge. They advocate the constant content and curriculum, there is no
need to change content and curriculum. Essentialists focused on essential subjects of
studies like 3rs reading, writing, and reasoning. They also emphasize essential subject
matter like history, mathematics, language, science, computer literacy, etc. Re-
constructivist focused on the reconstruction of knowledge to the students and advocates
the social reform curriculum.

References
Dewey. (1916). Democracy and Education. New York: Macmillan.
Marsh, C.J. (2004).Key concepts for understanding curriculum (3rd ed). Routledge Falmer
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Ozmon, H.A. and Craver S.M.(2003). Philosophical foundations of education (7th ed ).
New Jersey: Merrill Prentice Hall.
Ornstein A.C.and D.U.Levine, (2008).Foundation of education (10th ed). Houghton
Mifflin Company, Boston New York.
Ozmon H. A. (2012). philosophical foundations of education (9th ed ). New jersey:
Pearson education,
Inc.
Ornstein A.C. and Hunkins F.P. (1997). Curriculum foundations principles and issues
(2nd ed). Allyn and Bacon Boston USA
Ozmon H.A. and Craver S.M. (1999). philosophical foundations of education (6th ed ).
New Jersey: prentice Hall Inc.
Ornstein A.C. and Hunkins F.P. (2018). curriculum foundations principles and issues (7th
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Print, M. (1993). Curriculum development and design (2nd ed). St Leonards: Allen and
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Ravi s. Samuel (2015). A comprehensive study of education (2nd ed). Asoke k. Ghos PHL
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Taba H.(1962). curriculum development theory and practice. New York: Harcourt, Brace
and World, Inc.
Wiles J.W and Bondi J.C.(1993). curriculum development a guide to practice (4th ed).
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