Unit I: Philosophical Foundations of School Curriculum

Unit Objectives:
After the unit, the students should be able to…

● Define and explain the concept of philosophical foundation in educational

curriculum, emphasizing its role as a guiding framework.
● Analyze how philosophical beliefs, values, and principles shape the
development, implementation, and evaluation of educational curricula.
● Examine in-depth the fundamental tenets and characteristics of major
educational philosophies including perennialism, essentialism, progressivism,
realism, and reconstructionism.
● Compare and contrast the implications of each major educational philosophy
on curriculum design, teaching methodologies, and student learning
experiences.
● Investigate how educational philosophies are practically applied in curriculum
planning, classroom instruction, and educational policy formulation.
● Evaluate the influence of philosophical foundations on the role of educators,
curriculum developers, and educational stakeholders, emphasizing the
alignment of curriculum with chosen philosophies to achieve educational goals.
Unit Overview:
The Philosophical Foundation of Curriculum unit provides a comprehensive exploration of the
underlying beliefs, values, and principles that guide the development, implementation, and
evaluation of educational curricula. This unit aims to equip educators, teachers, and curriculum
makers with an understanding of how philosophy influences educational planning, content creation,
instructional methods, and the overall objectives of education. By examining major educational
philosophies such as perennialism, essentialism, progressivism, realism, and existentialism,
participants will gain valuable insights into how these philosophies shape the educational
landscape.
Pre-test:
Instruction: Write the Letter of the Correct answer before the number.
 Lesson 1: Introduction to Philosophical Foundations
By the end of the lesson, students will be able to….
1. Define and describe the concept of philosophical foundations in curriculum development,
emphasizing their role in guiding educational goals, content, and teaching
approaches.Philosophical Foundation of Curriculum
The philosophical foundation of curriculum refers to the underlying beliefs, values, and principles
that guide the development and implementation of an educational curriculum. These philosophical
foundations serve as the framework upon which educators build their curriculum objectives,
content, and instructional methods.
Philosophy provides educators, teachers, and curriculum makers with planning, implementing, and
evaluating curriculum in school. Philosophy of the curriculum answers questions like: What are
schools for? What subjects are important? How should students learn? What methods should be
used? What outcomes should be achieved? Why? On decision making philosophy provides the
starting point and will be used for the succeeding decision making.
The philosophy of a curriculum planner, implementor or evaluator reflects his or her life
experiences, common beliefs, social and economic background, and education.
John Dewey, in 1916, advocated for viewing education as more than a formalized process—it was
a way of life. He envisioned education as a dynamic laboratory where philosophical ideas could be
brought to life and tested. Dewey emphasized that the curriculum should directly relate to the lives
of students, underscoring the importance of practicality and relevance. According to him, learning
should be an active process involving hands-on experiences and the development of essential life
skills. He believed that this approach was fundamental for children's education, paving the way for
a more engaging and effective learning journey.
Ralph Tyler, a notable educational theorist, introduced a groundbreaking framework that reshaped
curriculum development. In his framework, he outlined four critical questions to be addressed when
designing a curriculum. The first question is about determining the educational purposes a school
should strive to achieve. It underscores the importance of clearly defined goals for education and
how these objectives should be aligned with the broader mission of the educational institution.
Implicitly, this question acknowledges the significant role of philosophy in shaping educational
purposes. Philosophy acts as a guiding force that influences the selection and definition of these
educational objectives, making it a fundamental criterion in Tyler's framework. The philosophical
foundation lays the groundwork for shaping the purpose and direction of the educational journey.
 Figure 1.1: Tyler’s View of Philosophy in Relation to School Purposes

Lesson 1.2: The Fundamental Philosophies in Curriculum development

A. Perennialism
It is grounded in the belief that there are timeless and enduring truths that should be taught to all
students. The curriculum often includes a strong emphasis on classic literature, history,
mathematics, and science.
● Aim of Education: To educate the rational person; to cultivate the intellect.
● Role of Education: Teachers help students to think with reason (critical thinking HOTS).
Based on scientific methods of oral exposition or recitation. Explicit or deliberate teaching
of traditional values.
● Focus on the curriculum: Classical subjects, literally analysis and curriculum is constant.
● Curriculum Trends: Use of great book (Bible, Quran, Classics) and return to Literal Arts

B. Essentialism
It seeks to identify and transmit a core set of knowledge and skills that all students should master.
It emphasizes a structured, content-focused curriculum with a set of standards and expectations.
● Aim of Education: To promote the intellectual growth of individual and educate a
competent person.
● Role of Education: The teacher is the sole authority in his or her subject area or filed of
specialization.
● Focus on the curriculum: Essential skills of the 4Rs; essential subjects of English, Science
History, Math and Foreign language.
● Curriculum Trends: Excellence in education, back to basics and cultural literacy

C. Progressivism
It is a philosophy that emphasizes active, experiential learning and the importance of adapting
education to the needs and interests of individual students. Progressive curricula often incorporate
hands-on activities, project-based learning, and collaborative problem-solving.
● Aim of Education: Promote democratic social living.
● Role of Education: Knowledge leads for growth and development of lifelong learners who
actively learn by doing.
● Focus on the curriculum: Subjects are interdisciplinary, integrative, and interactive.
Curriculum is focused on students' interest human problem and affairs.
● Curriculum Trends: School reform, relevant and contextualized curriculum, humanistic
education.

D. Reconstructionism
It is rooted in the belief that education should be used as a tool for social change and justice.
Curriculum in this philosophy often focuses on critical examination of societal issues, promoting
social activism, and addressing inequalities and injustices.
● Aim of Education: To improve and reconstruct society. Education for change
● Role of Education: Teachers acts as agent of change and reform in various educational
projects including research.
● Focus on the curriculum: Focus on present and future trends and issues in national and
international interest.
● Curriculum Trend: Equality of educational opportunities in education, access to global
education.
The choice of a particular philosophical foundation can significantly impact how a curriculum is
structured, the content that is included, the teaching methods employed, and the overall goals of
education. Often, a blend of these philosophies is used to create a balanced and effective
curriculum that meets the diverse needs of students. The selection of a philosophical foundation
should align with the educational goals and values of a particular school or institution.

Lesson 2: Major Philosophies in Education

Objective: By the end of this lesson, students will be able to:
1. Define and differentiate between the major educational philosophies: Idealism, Realism,
Pragmatism, and Existentialism.
2. Understand the core principles and key proponents of each educational philosophy.
3. Analyze the implications of these philosophies on teaching methods, curriculum
development, and the purpose of education.
4. Evaluate the influence of these philosophies on students' learning experiences and
personal development.
Lesson Overview:
In Lesson 2, we will delve into the major philosophies that have significantly shaped the field of
education. We'll start with an exploration of Idealism and Realism, contrasting the emphasis on
ideas and intellect with that of objective reality and empirical evidence. Understanding these
foundational philosophies will provide a solid basis for comprehending how educational ideologies
have evolved over time.
Lesson 2.1: Idealism and Realism
Idealism
It is a philosophical approach that emphasizes the importance of ideas and the mind in shaping our
understanding of the world. It places a strong emphasis on the development of the intellect and the
cultivation of moral and spiritual values.
It is also attributed to the ancient Greek philosopher Plato, is one of the oldest philosophical
systems in education. It suggests that ideas are real and unchanging. This philosophy emphasizes
essential subjects like Philosophy, Theology, Mathematics, History, Literature, and Language
Sciences in a hierarchical order. According to idealism, education is about growing as a person
spiritually and consciously. Schools play a crucial role in shaping character, increasing knowledge,
and refining aesthetic taste. In this philosophy, moral values are seen as unchanging and
universally important, forming a vital part of a well-rounded education.

Implications for the role of teachers and curriculum in education:

● The teacher is expected to be a model, friend, and guide to the learners.

● School must be highly structured and ought to advocate only those ideas that demonstrate
enduring values.
● The materials used for instruction would center on broad ideas particularly those contained
in great works of literature and/or scriptures.

Realism
It is a philosophical approach that emphasizes the importance of objective reality and empirical
evidence in shaping our understanding of the world. It places a strong emphasis on the
development of scientific knowledge and the use of reason and evidence to understand the world.
It is often attributed to Aristotle, a prominent ancient Greek philosopher, sees the world through our
senses and reason. It suggests that our actions are influenced by the laws of nature and societal
norms. Realists believe that human behavior is rational when it aligns with these laws and social
principles. They view education as a practical pursuit rooted, focusing on what is directly
observable and applicable. In this philosophy, subject experts are considered the primary source
and authority for determining what should be included in the curriculum. Similar to idealists, realists
emphasize the importance of enduring values passed down through generations, but they prioritize
practical knowledge without overshadowing specific disciplines. They propose a core curriculum
that offers essential knowledge and skills for every learner.
Implication of Realism in Education

● The ultimate educational aim is achievement of knowledge of nature and inner workings of
the universe.
● Education is essentially transmission of inherited culture from one generation to another.
● Disciplines of curriculum should contain certain elements of culture.
● Students should learn disciplines to develop intellectual skills to discover important
principles and theoretical insights.

Lesson 2.2: Pragmatism and Existentialism

Pragmatism
It is sometimes referred to as experimentalism and its main proponent is John Dewey. It is a
philosophical approach that emphasizes the practical consequences of ideas and actions. It places
a strong emphasis on problem-solving and practical application.
It revolves around embracing change, understanding processes, and acknowledging the relativity
of our environment. Critical thinking is at its core, encouraging individuals to analyze situations
logically and practically. Pragmatism emphasizes the significance of change, processes, and how
things relate to one another. In this philosophy, learning happens as individuals interact and
engage with their environment, gaining practical experiences that shape their understanding of the
world.

Some of the criticisms of pragmatist on failures or shortcomings of the traditional school system:

● Traditional curriculum content included a lot of meaningless and needless content.

● Traditional curriculum did not give a “utility education.”
● The curriculum was rigid and did not cater to individual needs of learners.

How pragmatism influenced the framing of curriculum?

● Curriculum should be so planned that it teaches the learner how to think critically rather
than what to think.
● Teaching should be more exploratory in nature than explanatory.
● Learning takes place in an active way as learners solve problems.

Role of the teacher: The role is not simply to disseminate information but to construct situations
that involve both direct experience with the world of the learner and opportunities to understand
these experiences.

● Teachers should be a resource and guide, a motivator. Teaching must be child centered.

For pragmatists, all subjects are vital. However, sciences are favored because the child is able to
explore new knowledge.

Existentialism
It is a philosophical approach that emphasizes individual freedom and choice in shaping our
understanding of the world. The know the known proponents for this philosophy are Maxine
Greene, Albert Kneller, and Charles William Morris. It places a strong emphasis on personal
responsibility and the development of an authentic and meaningful life.
When we talk about an existentialist curriculum, it's about encouraging students to discover
themselves, grow personally, and explore what matters to them. This philosophy values each
person's unique perspective. It's about choosing and perceiving things in your own way, not being
confined by set norms or rules. It rebels against one-size-fits-all approaches, urging people to be
true to themselves and make choices in line with their true beliefs and values. In essence,
existentialism focuses on your journey of self-discovery and embracing your genuine self. It's about
understanding what it means to be human and creating your path based on your personal
understanding and views.
Existentialism, as defined by Akinpelu (1981) and echoed by Sartre (1957), is the philosophy of
existence. It encapsulates the belief that a person's essence is defined by the choices they make
and the actions they take. According to Sartre, an individual is fundamentally defined by their self-
made choices, being free to shape their life and take responsibility for their decisions. In the realm
of education, an existentialist curriculum aligns with these principles. It is designed to foster
philosophical dialogues and the act of decision-making. It emphasizes self-expression,
experimentation, and the use of various media to convey emotions and insights. The focus is on
enabling students to grapple with choices, encouraging them to explore their authentic selves and
take ownership of their educational journey.

Role of the Teacher in Existentialist Curriculum

● takes on a non-directive role.

● viewed as a partner in the process of learning.
 ● teacher serves as a resource facilitating the individual's search for personal meaning
rather than imposing some predetermined values or interests on learners.

Implications of Existentialism on Education and Curriculum

● The main implication is an emphasis on knowledge and abilities for personal choice.
● the need to acquire knowledge and principles of the human condition and acts of choice-
making.
● Curriculum should have a broad range of subject matter from which learners can choose.

Unit Summary:

By exploring these philosophies and their integration into curriculum development, students are
encouraged to analyze and appreciate the profound impact philosophical perspectives have on
education. They come to understand that education is not a one-size-fits-all approach, but a
dynamic, evolving field influenced by a multitude of philosophical outlooks. Moreover, students
learn to critically evaluate and align their educational beliefs and practices with these philosophies,
thus shaping their own pedagogical approaches and philosophies of teaching. This understanding
is essential for educators to adapt and innovate in the constantly evolving field of education,
aligning educational objectives and practices with the broader societal and cultural context.
Post Test:
1. In designing a curriculum, a group of educators strongly believe in
idealism. They are discussing which subjects to prioritize. They argue
that focusing on subjects like philosophy, literature, and ethics will help
students:
A. Develop critical thinking and analytical skills.
B. Gain practical knowledge for the job market.
C. Excel in physical activities and sports
D. Understand scientific laws and principles.
2. A school follows an idealist approach to education. During a parents'
meeting, a parent questions why there is such a heavy emphasis on
classical literature and philosophy. The idealist response would likely
be:
A. "These subjects are timeless and help shape a student's intellect and
moral character."
B. "We are preparing students for modern technological advancements."
C. "We want our students to excel in competitive exams."
D. "We believe in a holistic approach, including both arts and sciences."
3. In an idealist-oriented school, a student struggles with understanding a
complex philosophical concept. The teacher, adhering to idealism,
would most likely:
A. Encourage the student to experiment and observe the natural world.
B. Suggest the student read classic philosophical texts and engage in
discussions.
C. Organize a group project involving scientific experiments.
D. Recommend the student to focus on physical activities and sports for
clarity.
4. In a pragmatist-inspired science class, the teacher instructs students to
design and execute their experiments to explore a scientific concept.
The teacher emphasizes that students should learn from both success
and failure in the experiment. What is the main objective of this teaching
approach?
A. Testing students' ability to replicate known scientific experiments
accurately.
B. Promoting hands-on learning, critical thinking, and resilience in the face of
challenges.
C. Evaluating students' ability to follow a set experiment procedure.
D. Assessing students on their understanding of theoretical scientific
concepts.
5. In an existentialism-influenced philosophy class, students are
encouraged to explore various life questions and ponder the meaning of
their existence. The teacher emphasizes that each student's
interpretation and perspective are equally valid. What is the primary aim
of this teaching approach?
A. Encourage conformity to established philosophical doctrines.
B. Foster critical thinking and individual exploration of life's meaning and
purpose.
C. Test students on their ability to recall established philosophical theories.
D. Evaluate students based on their agreement with the teacher's viewpoint.
6. Regarding the role of the teacher, which statement represents the
contrasting philosophies of idealism and realism?
 A. Idealism sees the teacher as a guide, nurturing each student's unique
potential and self-discovery. Realism sees the teacher as an authority,
imparting established knowledge and facts.
B. Idealism emphasizes the teacher as a facilitator, allowing students to
construct their understanding. Realism highlights the teacher as a lecturer,
delivering predetermined content.
C. Idealism regards the teacher as a mentor, encouraging self-expression
and creativity. Realism views the teacher as an instructor, ensuring
adherence to established truths and principles.
D. Idealism perceives the teacher as a partner, engaging in shared discovery
of knowledge with students. Realism envisions the teacher as a source of
knowledge, transferring information to students.
7. You're a teacher facing a challenge in your classroom where some
students are struggling to engage with the curriculum. Applying
philosophical principles to address this, what would be your initial
question to guide your approach?
A. How can we modify the curriculum to suit the preferences of struggling
students?
B. What are the traditional methods that have worked in the past for similar
situations?
C. How can we encourage students to conform to the existing curriculum
structure?
D. What methods can be employed to adapt the curriculum to meet diverse
learning needs?
8. You are a curriculum developer tasked with creating an inclusive
educational program. You want to ensure the curriculum aligns with the
philosophy of promoting diversity and understanding among students.
Which question should guide your decision-making?
A. What subjects should be included to make the curriculum comprehensive?
B. How can we integrate various perspectives and cultures into the
curriculum?
C. What methods can be used to strictly adhere to traditional teaching
approaches?
E. How can we streamline the curriculum to prioritize efficiency over
diversity?
9. Why is Dewey's approach significant for modern education?
A. It relies on traditional, proven teaching methods.
B. It fosters critical thinking and practical life skills.
C. It disregards the individuality of students.
D. It enforces a strict curriculum structure.
10. In the context of Existentialism, what does "existence precedes
essence" imply?
A. Our essence is predetermined and defines our existence.
B. Our existence is shaped by our experiences and choices, defining our
essence.
C. Our essence is defined by our biological attributes.
D. Our existence is inconsequential to our essence.
11. In the context of Pragmatism, what does the emphasis on 'practical
consequences' imply for education?
A. Learning should be primarily theoretical and detached from real-life
applications.
B. Education should focus on theories and concepts with minimal concern for
practicality.
 C. Learning should prioritize understanding how ideas translate into practical
actions and outcomes.
D. Education should emphasize historical and philosophical concepts.
12. “An individual is fundamentally defined by their self-made choices,
being free to shape their life and take responsibility for their decisions.”
Is a statement from whom?
A. Sartre Greene
B. Akinpelu Kneller
C. Charles William
D. None of the Above
13. Idealism is a philosophical approach that emphasizes the importance of
ideas and the mind in shaping our understanding of the world. It places
a strong emphasis on the development of the intellect and the
cultivation of moral and spiritual values. Who is the proponent of
Realism?
A. Plato
B. Student of Plato
C. Aristotle
D. Studied at Plato’s Academy
14. Which of the following options does not belong to the group:
I. It is grounded in belief that there are timeless and enduring truths that
should be taught to all students
II. emphasizes active, experiential learning and the importance of adapting
education to the needs and interests of individual students.
III. It is rooted in the belief that education should be used as a tool for social
change and justice.
IV. It revolves around embracing change, understanding processes, and
acknowledging the relativity of our environment.
A. I
B. II
C. III
D. IV
15. The following are roles of teacher in Existentialist Curriculum except
for:
I. takes on a non-directive role.
II. viewed as a partner in the process of learning.
III. The role is not simply to disseminate information but to construct
situations that involve both direct experience with the world of the learner
and opportunities to understand these experiences.
IV. teacher serves as a resource facilitating the individual's search for
personal meaning rather than imposing some predetermined values or
interests on learners.
A. I
B. II
C. III
D. IV
Essay: 5 Points
Choose one of the eight mentioned educational philosophies (e.g., Perennialism,
Essentialism, Progressivism, Reconstructionism, Idealism, Realism, Pragmatism,
Existentialism) and explain how you would integrate it into a curriculum.
Additionally, provide an example of how this philosophy could influence the
structure and content of the curriculum.

Rubric for Grading

Criteria 5 4 3 2 1

In-depth Good Adequate Limited Minimal or no

understanding, understanding, understanding, understanding, understanding,
strong solid arguments, clear arguments, somewhat clear unclear
arguments, and and clear and some arguments, and arguments, and
rich examples examples. examples. minimal no examples.
and examples.
Well-organized, Adequate Very
Content and
Excellent clear structure, structure, Somewhat disorganized,
Composition
structure, engaging, and engaging, and disorganized, difficult to follow,
engaging, logical. logical. lacking lacks engagement
creative, and engagement and and creativity.
logical creativity.
presentation.

References:

https://egyankosh.ac.in/bitstream/123456789/42522/1/Unit-2.pdf
https://oer.pressbooks.pub/curriculumessentials/chapter/philosophical-foundations-of-
curriculum/?fbclid=IwAR3nQiWehR84fQyJgO3_arZ7f3FXRyocF3UyyLQM7WYelPoj7zqivgZK50A

Answer Key:

Pre-Test Post Test 8. B

9. B
1. C 1. A 10. B
2. A 2. A 11. C
3. E 3. B 12. D
4. D 4. B 13. B
5. B 5. B 14. D
6. A 15. C
7. D
Assessment Record:

Name Score
Benigno, Shiena Laarnie C 15
Buen 13
Bustamante, Jennie G. 14
CALIMLIM ROSELLE O 18
Costales Cristine A 13
Estigoy 13
Fabro, Jed Ivan B. 17
Gaño, Joanne Dhel 17
Giron,Michelle Anne, D. 13
Gualon, Eloiza B. 13
Ibasan, Ricky boy, J. 18
Jacinto, Edelyn B. 11
Javierto christian Mark R. 6
Joycel Anne Marie Zamora 14
NOCELO, FRENCES LAARNI E. 14
Oliveros, Beverly A. 15
Oria, Angela yna c. 12
Orteras, Sunshine P. 15
Parilla, Shaira Mae S. 17
Parungao, Denzelle, L. 12
PASCUA LY-ANN J 8
SOTO, RICHARD R. 18
Suyat, Danica Mae, V. 15
Tapic, Rowena Marie M. 7
Urbano, Rialyn P. 17
Velicaria, Joy Ann Reyes 8
Ylarde, Alliah Jane G. 12
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