by Daniel Onyango

Created on: April 23, 2010

Introduction

In this essay I analyse the philosophy of curriculum within the framework of the broader objectives of education. I begin by looking at the narrow definition of curriculum, as the means by which the specific goals of education are achieved, and then briefly discuss its role within the philosophies of education. Finally, I specifically look at the philosophical background of a curriculum.

Curriculum and Education Objectives

Curriculum is the programme or course of activities within learning and teaching, 'which is explicitly organized as the means whereby pupils may attain the desired objectives' (Hirst & Peters 1970:60). By this definition, therefore, curriculum may be compared to the fuels that drive the engine of education in order to reach the objectives. Does this then imply that without curriculum the process of education may be erratic and unachievable? Assuming that the answer is in the affirmative, the question may then be asked about the rationale for a curriculum.

We should now attempt a definition of education and its objectives and, see how curriculum philosophy fits within its definition. Education may be defined as the development of human powers-moral, intellectual and physical . Education's philosophical aims imply developing in people, valuable degrees of knowledge and understanding . Aims and purposes of educating people hinge on varying social, technological and cultural backgrounds, and due to these, philosophies will determine the selection of goals, activities and experiences which will help in the attainment of the goals.

Generally, each philosophy of education has a school of thought that provides guidance and direction to teachers and other workers in the school environment . For instance, realism places emphasis upon objectivity of subject matter, with science and mathematics presenting models to teachers in the classroom setting, while idealism with its idea-centred curriculum, places emphasis upon literature and history as models in the curriculum. Experimentalism emphasizes the world of experience with its inherent changes, suggesting that flexible steps are needed to solve problems in a world of change, whereas Perennialism stresses conservatism of ideas and look to the past for subject matter in the curriculum.

From the foregoing remarks, therefore, it is clear that the philosophical questions that have driven the policies of education the world over remain at the centre of every decision made about curriculum,

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