Republic of the Philippines
POLANGUI COMMUNITY COLLEGE
Polangui, Albay
PROFESSIONAL EDUCATION 9
MODULE SIX
MAJOR FOUNDATIONS OF CURRICULUM (SOCIOLOGICAL FOUNDATIONS OF
CURRICULUM)
I. LEARNING OUTCOMES
At the end of the learning module, the students must have:
1. Examined how society influenced curriculum
2. Understood how changes in society affect curriculum
II. TOPIC
MAJOR FOUNDATIONS OF CURRICULUM (SOCIOLOGICAL FOUNDATION OF
CURRICULUM)
III. DISCUSSION/ABSTRACTION
Schools are part and parcel of society and exist for society. Society influences society
through its curriculum. Schools, through their teaching of the curriculum, can shape and
mold society and society in turn can impact the curriculum. There is rarely a curriculum
that is developed without reflecting society. People today are vocal in expressing their
views and are eager in seeing their opinions influence what is going on in school. With
advancements in information and communication technology, people are talking and
sharing views across the globe. They are seeing things happening in other school systems
and would like to see some of these practices in their own schools.
SOCIETY AND CURRICULUM
Education systems are closely tied to the institutional network of society. Thus, to
understand how the content of schooling is shaped in any society, we must understand the
relationship between education and other institutions in society. In other words, to understand
what is taught, how it is taught and why it is taught, we need to look at the social forces that shape
the curriculum. When designing curriculum, the following questions must be addressed:
To what extent should curriculum consider the world outside of school?
How do changes in society affect curriculum?
Knowing the social foundations of curriculum is crucial in making decisions about what
should be included in the curriculum and eventually what happens in the classroom. Schools
exist within the context of society and influence culture which in turn shapes curriculum. A
curriculum should be able to prepare students for the present and the future. In other words, a
curriculum should address the wants and needs of learners by responding to social conditions,
locally, nationally and globally. The utility of certain subjects in a curriculum may not be obvious
to learners but teachers know that solving problem in algebra involve thinking skills which may
not seem immediately relevant but will serve students indirectly in many professions and jobs
later in their lives. According to Burks 1998 content is useful:
If it relates to the general body of knowledge needed by average human beings for
conducting daily life.
When it is related to the specific present or future situation of the students
If it develops thinking skills that probably increases the student’s success in other subject
areas or in general life-decisions
If it fulfils unavoidable requirements imposed by society as entry qualifications to certain
vocational and professional programmes.
CHANGING ECONOMY AND CURRICULUM
Few would disagree that the main function of education is to produce people with
appropriate skills and knowledge to enable them to participate in the nations economy. The nature
of schooling tends to reflect the nature of the society found. Education was primarily didactic and
learning was less book-based than it is today. Controlled largely by the teacher ,education focused
predominantly on basic skills. Teachers taught reading, writing and arithmetic to complement the
skills students learn outside school.
By the beginning of the 20th century, the industrial revolution brought about drastic changes
in the economy of many countries. More people moved to live in cities and working in factories. As
consequence, new skills were needed in an industrial society. It was then that great change took
place in education. The model of schools as a factory emerged. ‘
CURRICULUM: CURRICULUM: CURRICULUM
-basic skills -factory model ?
-apprenticeship -compartments
-didactic teaching -didactic teaching
AGRIAN SOCIETY INDUSTRIAL SOCIETY INFORMATION
SOCIETY
CHANGING ECONOMY AND CURRICULUM
The appearance in the early 70s of the microprocessor and the explosive growth of
networking and information technologies in the 80s and 90s witnessed the growth of the
knowledge economy. Multimedia innovations and the growth of the internet have transformed our
ability to access information.
Without doubt, in the post-industrial or information society, a new curriculum will be
needed. It is envisioned that in the new model, education will be more personalized. In other words,
education will be more differentiated to meet each student’s learning requirements. Students will
be challenged with higher expectations of learning and encouraged to think critically and creatively
as they solve problems. They will spend more time using information technology and learn
independently. The knowledge gained and skills acquired and attitudes nurtured will supports
them throughout life.
THE CHANGING FAMILY INSTITUTION AND CURRICULUM
In an agrarian or pre-industrial society, gender determined the role of individuals. Men
worked at their various crafts or the farm. When boys were old enough they worked along side
their fathers. Women on the other hand maintained the house, caring for the children and training
the girls. They also sewed, processed food (such as milling cereal) produced clothing. Families were
large and the extended family where parents lived with their adult children was common.
The shift to the industrial economy brought about changes to the family institution. The
extended family where parents lived with their adult children and their children rapidly declined,
especially in urban areas.
As more and more families moved to live in urban areas, a different set of values were
acquired. A shift in values has resulted in changes in the relationship between family, education and
religion. Social norms that guided the behaviour or earlier generations have relaxed and these
social institutions are increasingly loosing their ability to guide the behaviours desired of today’s
generation.
Families have also been disrupted with stress, violence, crime and having to live in poor
neighborhoods. Schools are finding it difficult to cope with the job of educating the next generation
without the active involvement of parents in the education of their children.
CULTURAL DIVERSITY AND CURRICULUM
Society is increasingly becoming diverse, especially in urban areas. Societies are becoming
more multicultural, multi-ethnic and multi religious and it is important that curriculum
understands and reflect these changes. As the world moves towards becoming a global village,
society will become even more diverse with people bringing in new values, new languages and a
new way of life.
Addressing diversity in the curriculum will continue to be a challenge for educators. It is a
task that will at times be politically sensitive. One concept that has interested educators is
assimilation or integration of the diverse groups. In adopted in some countries (most notable is the
United States) in an attempt t assimilate people of different cultural ethnic and religious
backgrounds. This approach has proven to be les successful in assimilating people and has been
replaced by the salad bowl approach. It is a framework in which groups show respect and tolerance
of each other, coexist and interact without conflict. Power and decision making is shared leading to
more widespread participation and greater feeling of commitment from society members.
SPECIAL INTEREST GROUPS AND CURRICULUM
Curriculum decision making is political. Various special interest groups continually propose
what should be included in school curriculum. The topics range from substance abuse to the rights
and responsibilities of citizens.
Environmental groups insist that students should be taught about conservation and
preservation and the inculcation of values of environment.
Substance abuse is another concern of the society.
Consumer advocates are keen to see that students are taught about their right and
responsibilities as consumers in the hope that they will be more prudent consumers as
students and later as adults.
Health groups have also suggested that schools introduce programmes about AIDS,
awareness, nutritional information, and other health-related issues.
Sex education has been a topic that has been proposed at various points specially when
statistics and instances of teen pregnancy and promiscuity are highlighted by the media and
government reports.
KKOWLEDGE THAT IS MOST WORTH
As a society changes so does knowledge. Knowledge is growing at a rapid rate and
educators are finding it a challenge as to what to include in the curriculum.
Ornstein and Hunkins (1998) provide the following guiding principles in selecting
knowledge for a society that is changing rapidly:
1. Knowledge should comprise basic tools( it includes reading, writing, arithmetic, oral
communication and computer literacy).
2. Knowledge should facilitate learning how to learn ( provide learners with skills and tools to
be efficient and effective independent learners).
3. Knowledge should be applicable to the real world
4. Knowledge should improve learners self esteem and personal integrity.
5. Knowledge should consist of many forms and methods.
6. Knowledge should prepare for individual for the world of technology.
7. Knowledge should prepare for the world bureaucracy.
IV. STUDENTS LEARNING ACTIVITIES:
Direction: Based from your understanding, discuss the following factors affecting the curriculum:
1. Society and curriculum
2. Changing economy and curriculum
3. The changing family institution and curriculum
4. Cultural diversity and curriculum
5. Special interest groups and curriculum
END OF MODULE
ENJOY AND GOD BLESS…..
