For this week, we looked at the philosophical foundations of education and curriculum design planning. As you can see in our visual below. We were able to summarize some of the key connections we made to curriculum concepts from our previous module and connect them with philosophical foundations and curriculum design:
The readings in this module made me question whether different curriculum philosophies could be used simultaneously. Ornstein and Hunkins (2013) suggest that, “Curricular designs should reflect diverse voices, meanings and points of view” (Ornstein, A. C., & Hunkins, F. P. 2013). Therefore, as an educator, one should be aware of their own philosophies towards curriculum design and keep an open mind to better serve a diverse population.
Our design helped me to reflect on some of my own teaching philosophies, and I believe that my teaching philosophy tends to fall into the “humanistic” or “progressivism” category that tends to be learner centered (Ornstein, 1991). However, I believe I could develop and help students further by developing a “reconstructionalist” philosophy of education to benefit more marginalized students as teachers with this philosophy tend to be “change agents” and don’t merely repeat the status quo (Ornstein, 1991).
1. Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109
2. Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.
3. Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.