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Sub: Knowledge & Curriculum
Submmited TO:
Mr. Vinod Pundir
Submmited by:
SHALLU
Roll No-4250
Uni Roll NO-197016425
B.Ed 2nd Year
Ch. Devi Lal College Of Education
CURRICULUM DEVELOPEMENT
“Curriculum in its broadest sense, includes the complete school environment, involving all
the courses, activities, reading have been provided here to understand the nature and
characteristics of curriculum.”
-“ Philosophy and education are like two sides of the same coin; the
one is implied by the other; the former is the contemplative side of
life,while the later is the active side”-J.S.Ross
- It emphasizes that philosophy is the end and education is the means to
achieve that end.
- Philosophy determine the goal of life and education tries to achieve
that goal through aims and curriculum.
• psychology is the unifying element in the learning process.
• For example John Dewey, a renowned educationist acknowledges that
psychology is the understanding of how the individual learner
interacts with objects and persons in the environment. The quality of
this interaction determines the amount and type of learning.
• The relationship between psychological foundations and curriculum
has been analyzed by the questions given below:
• Does the physiological development of the learner influence the
curriculum?
• Does the age of the learner influence the curriculum?
• Does the mental development of the leaner affect the curriculum
• Society is a part of student’s life. Since school exists within a given society
and the products of the school i.e students go back to the society and
makes the latter an inevitable determinant of curriculum.
• “The school” according to John Dewey, “must become the child’s habitant
to be a miniature community, and embryonic society”. Education is process
that takes place in society for society and by society.
• There are many aspects of society that need consideration in curriculum
development. These include:-
a)Societal change
b)Transmission of culture
c) Social problem as issue
curriculum development in schools is determined as much by political considerations as by purely educational principles. Such a reminder might make class teachers more effective in presenting their views towards the initiators of education policy. The experience of the Sheffield History Curriculum Group (SHCG) in encouraging a number of innovatory projects provides the fieldwork data linked to specific developments in schools. One of the fundamental problems in trying to design an appropriate curriculum is that there is often only limited agreement on what should be covered
The implementation of a
curriculum entails several actions including provision of physical facilities, development of
learning materials and recruitment of untrained teachers. All these provisions involve recurring
costs. These costs are borne by the government, and also by the community and other institutions.
The planners always weigh the cost of providing certain learning opportunities. The alternative
modes of providing educational opportunity have varying cost
Acurriculumplannerhastoascertainwhetherthecommunityaroundtheschool will be able to bear the
expenses of proposed curriculum. In spite of the state’s support at all the levels of education, the
community too has to bear certain expenses of education. It is the community which will send its
children to the school. If the financial condition of the society is not sound enough to share the
cost of education. it will not be in a position to serve its people