PHILOSOPHY AND THE
CURRICULUM
By: JOANA KRIS R. CABABAT
The term "philosophy" means,
"love of wisdom.“ It is the
systematic study of ideas and
issues, a reasoned pursuit of
fundamental truths, a quest for a
comprehensive understanding of
the world, a study of principles of
conduct, and much more.
Curriculum is a standardsbased sequence of planned
experiences where students
practice
and
achieve
proficiency in content and
applied
learning
skills.
Curriculum is the central guide
for all educators as to what is
essential for teaching and
learning.
“There exist a genuine
relationship between
philosophy and methods.”
In order to develop a curriculum one
must begin with a basic philosophy or
set of beliefs in which to govern the
curricular decisions.
Dewey had the idea that one’s
philosophy is the starting point in
curriculum development.
Tyler believed that the philosophy was
one of the component systems in
creating curriculum. He places more
emphasis on philosophy and refers to
it as “the first screen” in curriculum
development.
Educators utilize philosophy to create
curriculums by setting priorities.
Philosophies
determine
the
dimensions of a curriculum, thereby
defining the extent of the curriculum
development process (Wiles, 2005).
A critical function of philosophy of education is
to give guiding principles and directives to
knowledge concerning the aims of education by
which they are actualized.
“What subject matter, experiences, and
worthwhile activities are essential to
realize the raison d’ etre of the school?”
The philosophical beliefs that one upholds in
relation to the ultimate aims, objectives, purpose
of existence and of education determine not only
the materials of the curriculum, but also their
organization and the methodology employed.
For instance, an educator who looks at
education
in
terms
of
pragmatic
philosophy differs entirely form another
who believes in an education anchored in
the philosophy of idealism.
From one’s philosophy of education is derived a
series of principles that served as standards in
the planning, designing, revision, and evaluation
of the curriculum.
Philosophy performs its normative function by
supplying the foundation of the educative
process by laying down the ends of education.
As a consequence, it is inherent in the
curriculum to provide one of the most essential
means of realizing such ends.
The curriculum is the content of education. It is
the medium through which a philosophy of life is
transformed into reality. It converts potency into
act. It mirrors the wisdom of the ages and the
findings of thinkers, educators, and researchers
in the field of education.
The curriculum is held to reflect the values of
society and the medium through which those
values are being transmitted from one
generation to the next.
1. A candid analysis of the needs of mankind in
general and of the community in particular;
2. A selection of materials that are relevant to
man’s physical social, intellectual, aesthetic,
moral, political, vocational, and spiritual
needs;
3. The logical arrangement and organization of
these materials in manner that will enhance
the teaching-learning situation.
 Every curricular offering has a value as a
preparation for more advanced study, for
enabling the educand to exercise his role in
society, or for some other future life activity.
 The curriculum plays another essential and
eminent role in the preservation and
transmission of cultural values.
 The curriculum also exerts a disciplinary value.
 The curriculum is the moral and religious values.
The technical curriculum maker must recognize certain
principles in the task of selection, organization, and
coordination of the materials to be included in the
curriculum. In order to be of genuine service to education
and to society toward the fulfillment of their God-give
ends, all curriculum decision-making and design must be
grounded upon the sound principles of philosophy. This
philosophy teaches that the curriculum materials must
contribute comprehensively to the total development of a
person.
THANK YOU!
By: JOANA KRIS R. CABABAT