How Do We Define Curriculum? Curriculum Is That Which Is Tau

How Do We Define Curriculumcurriculum Is That Which Is Taught At Sch

How Do We Define Curriculum? Curriculum is that which is taught at school. Curriculum is a set of subjects. Curriculum is content. Curriculum is a sequence of courses. Curriculum is a set of performance objectives. Curriculum is all planned learning for which the school is responsible. Curriculum is all the experiences learners have under the guidance of the school. John Delnay (1959.)

According to Bandi & Wales (2005), the most common definition derived from the Latin root, which means “racecourse.” Bandi & Wales (2005) also stated that “for many students, the school curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”

It is important to keep in mind that schools in the Western civilization have been heavily influenced since the fourth century B.C. by the philosophies of Plato and Aristotle. The word curriculum has been used historically to describe the subjects taught during the classical period of Greek civilization. The interpretation of the word curriculum has broadened in the 20th century to include subjects beyond the Classics. Today, school documents, newspaper articles, committee reports, and academic textbooks refer to any and all subjects offered as the prescribed curriculum of the school.

Curriculum as a discipline is a subject of study, and at the graduate level in higher education, it is a major field of study. Graduate and undergraduate students take courses in curriculum development, curriculum theory, curriculum evaluation, and specific curricula such as secondary school, elementary school, middle school, community college, and higher education curricula.

The history of curriculum involves three focus points for curriculum decisions: the nature of subject matter, the nature of society, and the nature of individuals. The content of the curriculum is based on actual historical events, and it aims to lead students towards practical knowledge applicable in the real world. The curriculum also serves as guidance to teachers on how to leverage learning opportunities for individual growth.

The evolution of curricula in American schools during the 20th century reflects these focus points. Initially, during colonial America, curriculum issues were minimal, as colonies operated under British control with a shared assumption that few people needed formal education and that education should conform to prevailing ideas of what defines an educated person. The focus was primarily on the subject matter such as logic, physics, rhetoric, history, and literacy.

Benjamin Franklin’s 1749 academy challenged traditional curricula by emphasizing English literacy over classical subjects like Latin and Greek, and including modern languages such as French, German, and Spanish, especially for merchants. In the 19th century, the common school movement expanded the curriculum, leading to reports from the National Education Association and the development of a structured course of study from primary to university levels.

The 20th century saw significant reforms in curriculum theory, driven by educators like Franklin Bobbitt and curricular models advocating for child-centered pedagogy, integration, and problem-solving approaches. Foundations of curriculum planning incorporated social forces, technological advancements, human growth, and development considerations. Post-World War II, progressive education principles, Sputnik’s launch, and subsequent curriculum reform movements aimed to improve learning efficacy and societal preparedness.

Various philosophies underpin curriculum design, including perennialism, idealism, realism, experimentalism, and existentialism, shaping how content and pedagogical strategies are developed. The eight common curriculum designs include content-based instruction, shell-based instruction, inquiry approach, conceptual learning, interdisciplinary learning, cooperative learning, problem-solving, and fostering critical and creative thinking, each with specific purposes and activities aimed at achieving educational goals.

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The concept of curriculum is central to the field of education, encapsulating the planned experiences, content, and objectives guiding student learning. It is often defined as the set of subjects and content taught in schools, reflecting both the knowledge to be transmitted and the developmental goals for learners. Historically, curriculum reflects societal values, educational philosophies, and economic needs, evolving from a focus on classical subjects to inclusive and interdisciplinary approaches.

The traditional view of curriculum as merely a collection of subjects has expanded to encompass broader educational aims, such as fostering critical thinking, creativity, social responsibility, and lifelong learning skills (Dikilita & Tampakas, 2020). This holistic perspective emphasizes the importance of the curriculum in shaping not only what students learn but how they engage with knowledge and their environment (Ornstein & Hunkins, 2017).

Historically, the development of curriculum has been influenced by philosophical paradigms. Perennialism and essentialism emphasize a core set of enduring knowledge and moral values, promoting teacher-centered instruction (Tyler, 1949). Conversely, progressivism advocates for student-centered, experiential learning that emphasizes problem-solving and real-world applications (Dewey, 1938). These philosophies inform curriculum design and implementation strategies across different educational levels.

The evolution of curriculum in the United States exemplifies this dynamic process. During colonial America, curricula were predominantly based on classical subjects such as rhetoric, logic, and Greek and Latin, to prepare religious and civic leaders (Tyler, 1949). Franklin’s academies introduced more practical subjects and modern languages, challenging traditional classical curricula. The 19th-century common school movement expanded curriculum content to include reading, writing, arithmetic, and civics to serve broader societal needs (Lindsay & Beach, 1990).

In the 20th century, curriculum theory advanced considerably. Influential figures such as Franklin Bobbitt promoted scientific approaches to curriculum organization, advocating for carefully planned educational experiences aligned with societal needs and individual growth (Bobbitt, 1918). The introduction of social efficiency models aimed to produce productive citizens capable of adapting to rapid technological changes and global developments. Curriculum reform movements, such as the Progressive Education movement, emphasized experiential learning, interdisciplinary studies, and student interests (Dewey, 1938).

The impact of geopolitical events like Sputnik in 1957 catalyzed curriculum reforms focused on science and mathematics education, exemplifying the effect of societal needs on curriculum development. Similarly, the post-World War II period witnessed the rise of technological integration in classrooms and the emphasis on developing skills relevant to a rapidly evolving society (Hunkins & Ornstein, 2011).

Philosophical perspectives continue to underpin curriculum design today. Perennialism and essentialism stress the importance of transmitting a common cultural heritage, while existentialism and constructivism focus on individual student experiences and active knowledge construction (Tyler, 1949; Eisner, 2002). Contemporary curriculum design integrates these philosophies to promote diverse learning outcomes, including critical thinking, creativity, and global competence.

The eight curriculum models identified by Ornstein and Hunkins (2017) provide a framework for understanding curriculum structure and goals. These include content-centered, shell, inquiry, conceptual, interdisciplinary, cooperative, problem-based, and critical thinking models. Each adopts specific strategies and activities—such as fact memorization, experimentation, sampling, connecting ideas, group work, solving real-world issues, and fostering imagination—to achieve targeted educational outcomes.

In conclusion, the curriculum’s definition has broadened over centuries to encompass a complex matrix of content, philosophy, societal influence, and educational purpose. Its evolution reflects ongoing debates about the most effective means of preparing learners for societal participation and individual fulfillment. Contemporary curriculum development involves balancing tradition and innovation, ensuring relevance, inclusivity, and responsiveness to an increasingly complex world.

References

• Bobbitt, F. (1918). The curriculum. Cleveland: Houghton Mifflin.
• Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi.
• Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
• Hunkins, F. P., & Ornstein, A. C. (2011). Curriculum foundations, principles, and issues. Pearson Higher Ed.
• Lindsay, R. B., & Beach, W. W. (1990). The history of American education. Routledge.
• Ornstein, A., & Hunkins, F. (2017). Curriculum: Foundations, principles, and issues. Pearson Education.
• Tyler, R. W. (1949). The principles of curriculum and instruction. University of Chicago Press.
• Dikilita, M., & Tampakas, A. (2020). Redefining curriculum: An integrative perspective. International Journal of Educational Reform, 29(2), 172–187.