CURRICULUM
ECONOMY
Family
Family is the first school where children start their initial learning.
Students bring with them social and cultural baggage as they go to
school.
Values, social norms, cultural beliefs and practices, economic
status, etc.
Family orientation and environment (Family dynamics)
Family’s interest and aspirations
Religion
Religion is one universal institution that exists from primitive to
post-modern society.
It function as a social control.
Spiritual values and practices.
Economy:
The rules, procedures and norms of production, distribution,
consumption as well as working system and patterns.
Economic activities and needs are very of any society irrespective
of its stages of development.
Economy is the basic structure of any society on which other
institutions are dependent (Karl Marx, 1818-1883).
In a social perspective, considered as the primary driving force
(what, why, when, where and how) on curriculum development.
Politics
The process used by any society to determine how power, wealth,
opportunity , statue and other social goods are distributed to the
members of that society.(Joseph 2015)
Laws
Agency’s Policies-Memo, Order, MC
Rules and Regulations
Hiring
Infrastructure and equiupments
Culture
“Way of life of groups of people” which consists of the
characteristic habits, ideas, attitudes, beliefs and ways of thinking
of a particular group of people."
Curriculum is influenced by the way society behaves, believes, and
think.
Cultural evolution and dynamics influence who curriculum and the
school are design and develop.
Technology
Refer to material objects of use to humanity, such as machines, hardware or utensils,
but can also encompass broader themes, including systems, methods of organization,
and techniques.
“The medium is the message” (Marshall McLuhan)
Technology driven curriculum development is the norm of the 21st century.the norm
of the 21st century.
The computer technology of the 21st century influences curriculum development at
every level influences curriculum development at every level of learning.
Learning centers and classrooms increasingly provide computers as requisite
increasingly provide computers as requisite interaction for studies among students
interaction for studies among students.
Technological multimedia use influences educational goals and learning experiences
educational goals and learning experiences among students among students.
Sociological Aspects of Education
Learning is a creative experience when a man responds to stimulus and he acts in a creative
manner.
Education is of two ways of learning such as informal education and formal education.
Formal education is a socially devised technique, a highly elaborated procedure for creating
situations in which the pupil may learn individuals go through formal education only a short
period of their life.
Education is both the living of life (in the network of social relationship in the classroom and
outside) and a preparation for life.
Preparation of life involves (a) Capacity to earn a livelihood (b) Capacity to enrich one's life
through enjoyment of the cultural heritage and of one's inner resources, (c) capacity to
function efficiently and constructively as a member of society as a citizen of the state.
Education involves (a) mastery of the tools of learning such as reading writing arithmetic and (b)
mastery of our relations to our inner self, to our neighbour to the universe.
Social functions of Education
Socialisation
Development of Personality
Social Control
Social Integration
Determination of Status
Provides Route for Social Mobility
Social Development
John Dewey (1859 –1952)
Considered two fundamental elements to be
major topics needing attention and
reconstruction to encourage experimental
intelligence and plurality: School and Civil
Society.
“Though people learn a great deal from their
parents or in clubs and among groups of friends
they learn more of the culture of their society
through educational system. Through education,
the child is able to develop reasoning in social
relations, cultivates social virtues and thus
becomes socially efficient.”
ALVIN TOFFLER (1928-2016)
Wrote the book Future Shock
Believed that knowledge should prepare students for the future.
Suggested that in the future, parents must have the resources to teach prescribe
curriculum from home as a result of technology, not in spite of it.(Home Schooling)
Foresaw schools and students work creatively, collaboratively, and independent of
their age.
AIMS OF EDUCATION
Development of social feelings and qualities
Development of a socially efficient individual
Improvement of vocational efficiency
Use of leisure time and development of healthy recreational pursuits
Transmission of social heritage
Diffusion of more and more knowledge Development of constructive
and creative outlook of the individual Education for social service,
social efficiency, emotional integration, national unity and patriotism
CURRICULUM
Based on conditions, problems and needs of society
An agent for transmission of basic values of culture
Prepare the child for global/world society
Flexible and changeable for the effective realization of socially
determined objectives
Lead to the development of genuine ‘we feeling’ i.e. of a group
having a spirit of social interaction
Curriculum
Should be such that it helps in achievement of the social aim of
education.
Should be chosen on the basis of the problems and the needs of society
while paying the attention to the problems and interest of the pupils.
Should be so organized and its relationship with instructional methods
should be such that the curriculum becomes effective medium to keep a
control over society.
Cultural values should be brought to light and through it the high ideals
of the society should be transmitted to the new generation.
Should be such that it develops an attitude of respect to all vocations It
should develop a sense of dignity of labour among students.
Curriculum
Should be on a futuristic social change rather than bringing
immediate change in individuals behaviour.
Should be dynamic flexible and changing in nature.
Should able to develop a problem solving attitude among the
Should be provision of social programs for participation in social
life
Should be based on the problems and need of society on the
immediate concerns, problems and interest of pupils
METHODS OF TEACHING
Enable child to acquire skills and knowledge needed
Develop a capacity for social adjustment
Develop problem solving and constructive thinking
Socialized techniques; project and group methods
Skill and knowledge acquired in the classroom are actually use by the
individual in the adjustment to social situation .
Should be stress on the social behaviour outside the class while teaching.
Should make use of all possible social resources and social operative
force in the social life in order to develop the capacity in every
individual for social adjustment.
Methods of Teaching
The social powers in the currents society should be used in
teaching system for increasing the social co-relationship.
Teaching should be done through cultural and social
programs.
Student react better to co-operative learning in which there is
sharing in the teaching learning process.co-operative group
patterns of learning lay emphasis on group interaction.
Role of the Teacher
Destiny of the nation is shaped in classrooms by the teachers
Be exposed to the concept of freedom, dignity of the individual,
rights and duties so as to transmit the same to the younger
generation
Expected to possess right attitude of social behavior
Remain above casteism, regionalism
Society vis-à-vis Education
Education takes place in society
Education is essentially a social process
Social environment educates the child education has a social role to
play
Education is a lifelong process
Education is not only schooling
Education is formal, non-formal and informal
Education must be social in nature and develop democratic skills
and values in students
Society as a source of change.
Education as an agent of change
Knowledge as an agent of change