Curricular Theorists
Carl Mattingly
WKU
TCHL 530
11-1-15

Franklin Bobbitt

Bobbitt's Philosophy on Curriculum

• Bobbitt took an activity approach stating, "a series of things which children and youth must do and experience by way of developing abilities to do things well and make up the affairs of adult life." (Ornstein & Hunkins, 2013, p. 77)
• Bobbitt set out to create a set of curriculum for the elementary grades.

Bobbitt's Philosophy Cont.

• The content emphasized by Bobbitt was Elementary in nature and he created 800 objectives in his book, "How to Make a Curriculum.
• The activities were based on being successful in everyday life.
• These skills ranged from spelling, reading, hygene, and how to fix small appliances.

Bobbitt's Guidelines for selecting Curriculum

• Eliminate objectives that are unimportant to everyday life.
• Emphasize objectives important for a successful life.
• Avoid objectives opposed by the community.
• Involve the community in selecting objectives

Bobbitt's Guidelines for selecting curriculum

• Differentiate what will be learned by all and what will be learned by some.
• Sequence objectives by grade level. (Ornstein & Hunkins, 2013)
• Bobbitt helped curriculum to be elevated to become a field of study.

W.W. Charters

W.W. Charters Philosophy on Curriculum

• Charters saw curriculum as a scientific approach
• Charters viewed curriculum as goals students must reach.
• Charters wanted curriculum makers to, "apply clear principles in order to select materials that would lead to achievement of specific and measurable objectives." (Ornstein & Hunkins, 2013, p. 77)

Charters & Bobbitt Behaviorist Approach

• Objectives must be made with student needs and society in mind.
• learning experiences should relate to objectives
• activities should be integrated into subject matter.
• instructional outcomes should be evaluated.
• (Ornstein & Hunkins, 2013)

WilliAM KILPATRICK

KILPATRICK: PROGRESSIVE CURRICULARIST

• Kilpatrick emphasized the learner rather than the subject matter.
• Student self-expression and freedom were major goals of progressivist.
• Kilpatrick mostly worked in the Elementary level.
• Pushed for student input in creating curriculum.

Kilpatrick Cont.

• Kilpatrick saw education as, "the child's growth along social lines, not the mastery of content." (Ornstein & Hunkins, 2013, p.79)
• Kilpatrick saw school as having a social purpose preparing students to be successful in everyday life.

Harold Rugg

Rugg

• Rugg believed curriculum to be a science and there should be a trained specialist in the area.
• Rugg stated curriculum should be an area, "for specialization and for professional training. " (Ornstein & Hunkins, 2013, p. 80)
• Rugg wanted a curriculum based in much social studies.
• Rugg stressed the role of the teacher, not the student, in the planning of curriculum.

RUGG cont.

• Rugg stressed the need for curriculum specialists in the creation and planning of curriculum.
• "Rugg advocated for cooperation among educational professionals..."(Ornstein & Hunkins, 2013, p.80) to plan and implement a curriculum.

Hollis Caswell

Caswell

• Caswell wanted to improve instruction.
• Caswell saw curriculum making a way to help teachers create instructional activities to meet students needs and interests.
• Caswell describes curriculum as, "guides teachers should use in planning their daily lessons, bot as plans they should follow in detail." (Ornstein & Hunkins, 2013, p.80)

Caswell

• Caswell called for curriculum to be organized to students needs and interest.
• He called for the close relationship between curriculum, instruction, and learning.

Ralph Tyler

Tyler: Curriculum as a Science

• Tyler sees curriculum as, "a science and extension of school's philosophy." (Ornstein & Hunkins, 2013, p.85)
• Integrates philosophy and psychology into curriculum creation.
• Tyler takes into account student needs and interest into curriculum creation.

Tyler: Curriculum as a SCience cont.

• Tyler's approach can be seen in many schools today.
• Use objectives to drive learning experiences.
• Assess students to see if objectives were reached as result of the lesson.
• Aligns curriculum vertically and horizontally.

John Goodlad

Goodlad

• Goodlad descibes that curriculum should be created based on the needs of students and society.
• Calls for a constant need on reflection and improvement in the school.
• Emphasizes the importance of learning and critical thinking.

Goodlad

• Goodlad calls for teacher input on curriculum.
• Goodlad's approach calls for "need to align content with standards and high-stakes tests. (Ornstein & Hunkins, 2013, p. 85)

Sources

• Ornstein, A. C. & Hunkins, F. P. (2009). Curriculum: Foundations, principles, and issues (6th edition). Boston, MA: Pearson.