STUDIES OF THE INFLUENCE OF VALUES,

OF SOCIETY AND CULTURE ON CURRICULUM PROCESS

BY: LEONY C. ESPIN

Values life’s artifacts that we prize and cherish most

Society structured community of people bounded together by similar traditions, institutions or nationality

LET’S DEFINE…….

Culture shapes the mind... it provides us with the toolkit by which we construct not only our worlds but our very conception of our selves and our powers‘-Jerome Bruner

Culture is a complex whole which includes knowledge,beliefs, arts, morals, customs and any other capabilities acquired by man as a member of the society. It is the sum total of a given society’s way of life molded and shaped by prevailing circumstances and environment(Brown, 1990)

DEFINITIONS OF CULTURE

Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.

Thomas J. Sergiovanni

CURRICULUM FOUNDATIONS

Sociological

Psychological

Philosophical

are the studies of learning and learning theory

studies of nature and its value

studies of society and culture

Perennialist

Traditionalist

EssentialistCurriculum as intellectual training, fundamental Intellectual disciplines

Curriculum as “course of study” and “syllabus”

Curriculum as rules of grammar, rhetoric, reading, logic and mathematics

Progressivist

Curriculum is the embodiment of the best elements of the experiences of CULTURE in the process of acculturation

Smith, Stanley and Shores

Curriculum as a sequence of potential experiences, set up in the school for the purpose of disciplining children and youth in the GROUP WAYS OF THINKING AND ACTING

Dewey

Recognition of the vital importance of transferring and reconstructing the cultural experience through the curriculum. Such experiences include not only the cumulative tradition of knowledge but also the total culture of society

TRANSMISSION OF CULTURE AS EDUCATIONAL PROCESS

ENCULTURATION-The transmission ofcultural traditions from one generation to the next

ACCULTURATION-the transmission of cultural traditions and new knowledge from anybody who “knows” to anybody who does not know

ASSIMILATION-the process in which an individual entirely loses awareness of his previous group identity and takes on culture or attitude of another group

Sociological Foundations- curriculum designers must consider both the real and ideal order of the things in society

Things to consider in making a curriculum based on the society’s problem

Needs and problems of the society which the school intends to serve

Scientific breakthroughs Technological revolution

Unemployment

Basic values, beliefs and principles of the people

Destruction of the environment

Philosophy, points of view and recommendations of educators Social, economic and political

conditions

Careers and vocations open to graduates

Cultural changes

Legal mandates affecting education

Poverty

Weakening of family as the basic social unit

Value crises among youths and adults

Beauchamp

1. Outline of culture content to be taught2.Statement of goals and specific objectives3.Statement of the purposes4.Appraisal scheme

PROBLEM-CENTERED CURRICULUM

conceived as the framework which is guided toward maturity within the context of the social groupIt places equal emphasis upon the needs of society and demands of teachers’ knowledge and understanding of the forces which shape society

It assumes that the needs of children and the needs of society are not antithetic but rather complementary and that children reach their highest potential as they are encouraged to develop their capabilities within the context of group life

THE CORE VALUES (UNESCO)

K12 PREMISE ON SOCIETY AND ECONOMY

• K to 12 will contribute to economic growth. Several studies have shown that improvements in the quality of education will increase GDP growth by as much as 2%.

• K to 12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.

• A better educated society provides a sound foundation for long-term socio economic development.

MULTICULTURAL EDUCATION

GLOBALIZATION

Multicultural education is an approach to teaching that values diversity in the classroom—diversity in content, methods, perspectives, educators, students, and cultures. Being a multicultural educator means embracing your students’ and others’ cultural diversity as a means of nurturing your students’ academic and personal growth.

Multicultural education is an idea, an educational reform movement, and a process (Banks, 1997). As an idea, multicultural education seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. Multicultural education tries to create equal educational opportunities for all students by changing the total school environment so that it will reflect the diverse cultures and groups within a society and within the nation's classrooms.

DEFINITIONS OF MULTICULTURAL EDUCATION

MULTICULTURAL EDUCATION

The primary goal of multicultural education is to transform the schools that male and female, exceptional students, aand students from diverse cultural, social class, racial and ethnic groups experience and opportunity to learn (Banks, 2005).

APPROACHES TO MULTICULTURAL EDUCATION

Level 1: Contributions

Level 2: Additive

Level 3: Transformation

Level 4: Social Action

EDUCATION AND GLOBALIZATION

used to describe the growing integration of economies worldwide through increase in trade of investments flows and technology transferrefers to the increasing interconnectedness and convergence of activities and forms of life among diverse cultures throughout the world