Theories Of Progressive Curriculum

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This theory focuses on the personal experiences, children’s interests and also their needs (Martin & Loomis, 2007). These philosophers emphasize that on the curriculum that is relevant to children. John Dewey is one of the main protagonists of progressivism in education and curriculum. According to Dewey, students should be involved with real problems so that they can gain or obtain the state of ownership to the problems and how they can solve those problems. They should be asked meaningful questions that make them more creative and think critical.
Progressive curriculum focuses on the freedom of students so that students develop naturally, student’s interest as the middle point of teaching, teacher’s role of being a facilitator, …show more content…

According to Kershaw (1992:477), African philosophy revolves around the concept of Afrocentricity which is based on the using the life experiences and thought processes of the people of South Africa as the centre of the analysis. It emphasises the analysis that is rooted directly from the reality of all African people. The following are suggested as the assumptions that are basic of African philosophy; the philosophy of life of South African can be used to learn about human difficulties and issues based on education. Welsh (1977:135) describes that Philosophies of education in South Africa functioned in universities whose system was shaped by racial and geographical factors. Universities also operated in the where there was cleavages between African, white, Indian and coloured groups. Ashley (1990:31) maintains that English speaking universities attempted to promote a philosophy of education based on the liberalistic ideology that has to do with the tradition of freedom and critical …show more content…

Developmental psychology only concentrate on developmental studies for educators, aging, infancy, childhood or adolescence.

3. Political forces
‘’Curriculum design, development, and evaluation are, always have bee, and always will be special cases of political behaviour”. These authors examine the implications of political realities as these affect curriculum decision making. Curriculum decision making finds itself in transition between theories of well-controlled models of the decision making and political realities.
By political behaviour we mean activity directed toward influencing or controlling decisions about the allocation of values. Deciding who should have access to what knowledge; how that knowledge is organized, how that knowledge is to be selected and who should be evaluated. It is political reality that more people are seeking greater involvement in curriculum matters. The significance of who is involved in shaping the curriculum is underscored by Schaffarzick et

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