La evolución del curriculum

John Dewey

1891

John Dewey creates an experimental school where he focuses the curriculum on the future needs of society.

"The child and the curriculum"

1902

John Dewey establishes in his work "The child and the curriculum" that any dispute between the future needs of society and those of the child must always be resolved in favor of the child.

Franklin Bobbit “The curriculum”

1918

The curriculum originates within the educational field in the book by Franklin Bobbit “The curriculum”. Here key elements such as the design, sequence, implementation and evaluation of the educational event are established.

Steps to create the curriculum

1923

Werrett W. Charters established the steps for developing the curriculum:
1) Determine the objectives.
2) Analyze the objectives.
3) Hierarchize the activities.
4) Select the objectives and activities.
5) Collect the best experiences derived from the selected activities.
6) Order the instructional materials.

Hidden Curriculum

1938

The concept of hidden curriculum is established, which was a more informal way of transmitting values ​​and knowledge without write them to teach young people who occupy a social role.

"Basic Principles of Curriculum and Instruction."

1949

Ralph Tyler publishes his book: "Basic Principles of Curriculum and Instruction." It defines the curriculum as the learning experiences planned and directed by the school to achieve its educational goals.

The UNESCO and curriculum

1958

UNESCO defines as curriculum all those experiences, activities, materials, teaching methods and other means used by the teacher to achieve the objectives of education.

"Curriculum development: theory and practice"

1962

Hilda Taba proposes in her book "Curriculum development: theory and practice" that school programs should be based on a curricular theory focused on the needs and demands that society and culture present.

1964 James B. MacDonald

1964

James B. MacDonald presents that there are four systems within the curricular system: curriculum, instruction, teaching and learning. In addition to that, elements such as input, content and process, product and feedback must be defined.

Language use

1969

Thanks to discoveries and advances in applied linguistics, it was derived that students should make more use of the language in the classroom.

Great changes

1970

A major change in the definition of the curriculum took place in Australia before events in the United States in the 1960s The relationship between education and politics also influenced the trend towards awareness of the historical character of the curriculum. For Musgrave, definitions of curriculum in Australia were quite similar from the start of mass schooling until the 1970s. Curricula were seen as statements of purpose, subject matter, and sometimes teaching.

Lawrence Stenhouse

1975

Lawrence Stenhouse mentions that the curriculum is based on elements such as: regarding the nature of knowledge and the methodology regarding the learning process.

New sociology in the curriculum

1980

By the 1980s, Musgrave argues that the influence of the New Sociology had become visible in mainstream conceptions of the curriculum in three ways: an emphasis on the moral dimensions of the curricula, an increasingly practical approach, and a conceptualization open and deeper

Goodson, historical studies

1985

Goodson (1985) argued that historical studies of the evolution of school knowledge had three main contributions to make:
• improve our knowledge of the school curriculum
• explain the dominant anti-research tradition among teachers
• inform and influence policy and practice through knowledge of historical precedents

"Curriculum Analysis"

1998

Posner presents in his work "Curriculum Analysis" the simultaneous types of curriculum: official curriculum, operational curriculum, hidden curriculum, null curriculum and extra curriculum.