To know which of the four educational philosophies are best to have in curriculum, we should first take a look on how philosophy influences curriculum and why is it important. Education philosophies are seen as the foundation of a pyramid of classroom education. Your educational philosophy is your beliefs about why, what and how you should teach; it is about selected strategies, theories and approaches depending on learning need of a given student. Curriculum, goals and methodology are all built around these principals.
In my opinion, a curriculum should provide for children a programme that fosters the development of emotionally healthy children and stimulates their interest and enjoyment in learning. One of the best world educational philosophies is pragmatism, which branches into progressivism and reconstructionism. I believe that a combination of these two would make the best humanistic curriculum. Progressivists, like John Dewey, believe in knowledge for personal growth not for subject matter, they believe in student-centred learning, active learning, focusing on students interests in inter-disciplinary approach. At the same time, learning should not just be for personal growth, but it should go much deeper into improvement of the society, as re-constructivists believe; students should be able to learn the knowledge and skills that they can apply towards future situations and better societies.
In terms of Students:
Progressive education focusses on the child as a whole, and they believe that a student is a problem solver who would learn out of his/her own experiences. Constructivists believe that the learner should also be socially oriented to improve human conditions. The whole child is important, including the social, moral and cognitive. Students would have the ability to think in critical terms and expose their assumptions and practices. Students should be able to develop personal and social values so that they become active citizens.
In terms of Teachers:
Blending both philosophies, teachers would be facilitators of inquiry-based learning, and agents for change helping students become aware of the problems confronting us all in the 21st century. Teachers would plan lessons to develop students’ curiosity, not tell students what is right or wrong in society, but instead to guide students by exploring and analysing social issues encouraging students to create better society, presenting alternative points of views, and facilitating field trips for exploration.
In terms of Objectives:
Progressivists believe that education focuses on development of students’ moral, and ongoing growth, promoting democratic and social living. The aim of education for Re-constructionists focus on social reform. In order to have the best curriculum, we need to consider both the personal and social aspects within contexts without omitting valuable cultures and experiences, norms, knowledge and skills. Teaching revolves around the students' needs, including teaching students to be good citizens.
In terms of Instructional Strategies:
As progressivists believe that change and progress are fundamental, thus, teaching would expose students to scientific, social and technological developments. Both philosophies stress that students should test ideas by active experimentation, also by project-based learning, play-based learning, provoking games, collaborative small group work, field trips, encouraging dialogue, analysis, critical thinking in controversial issues and multiple perspectives, in which student would invent and re-invent the world.
In terms of Assessment:
Assessment would be by evaluating students’ projects, quizzes, oral questioning, feedback, performance-based assessment, observation, student self-evaluation and reflection on his/her experience, etc.
Ultimately, I think that my views of contemporary curriculum are about a blend of theory and practice, they are based on electric approach, flexibility and openness to new trends and considerations for the needs of local community and globalization.
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