Martinez_Curriculum Change Plan- Part 2 - Philosophies and Models for Change

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Liberty University *

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Philosophy

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Dec 6, 2023

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PHILOSOPHIES AND MODELS FOR CHANGE 1 Curriculum Change Plan: Part 2 - Philosophies and Models for Change Juan P Martinez School of Education, Liberty University Author Note Juan P Martinez I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Juan P Martinez Email: jmartinez201@liberty.edu

PHILOSOPHIES AND MODELS FOR CHANGE 2 Curriculum Philosophies or Models Our personal experiences directly impact and affect our ability to interpret the meaning of an education term. Different opinions will derive from a single word; it is imperative to use evidence-based research to determine the purpose of philosophy. When adopting a curriculum change, the curriculum must be aligned with the district/campus beliefs, especially when selecting the philosophies that will be implemented. The progressivism, essentialism, and reconstructionist philosophies are the most relevant to the change in my district. Progressivism Progressivism deals with student center education, allowing students to be creative and take the initiative in their learning. The philosophy promotes students learning best with applicable instructions to their own experiences. John Dewey, the founder of progressivism, believed that education is learned through actual performance instead of books taught. It is based on student needs, abilities, creativity, and interest. Also recognizing progressive education's pluralistic nature, rather than identifying varieties of progressivism, Reese articulated its significant characteristics, such as child-centeredness, the rejection of academic formalism, the importance of students' needs and interests, learning as active, and the relation of the school to society (Wraga, W. G, 2019). Progressivism became relevant during the great depression; it attempted to reform the traditional way of teaching.

PHILOSOPHIES AND MODELS FOR CHANGE 3 The principles that made progressivism relevant at its time continue to drive our current educational practices. An adopted academic curriculum must be student center and engage students' growth with relevant experiences they can relate to. Students in today's world continue to need a hands-on curriculum that promotes collaboration and learning through an experimental base. The current education system needs to return to this philosophy, which has become more test based and focused on successfully passing the end-of-year examination. Teachers are now concentrating on ensuring the students know standard state material and pass their end-of-year tests, then focusing on students learning through real-life experiences. Dewey places interpretation and guidance at the center of education and reestablish the role of the teacher as an interpreter and guide of the child (Nikolaidis, A. C, 2021). Dewey felt the current teaching of his time was teacher-led, with minimum opportunities for students to engage in real-life experiences. He wanted to change the education system of his time to include problem-learning methods. Essentialism Essentialism also became relevant during the great depression; the philosophy promoted the fundamental teaching of subjects. William Bagley introduced the philosophy in the early 1930s. The philosophy attempts to ensure all students have a basic understanding and knowledge of society’s virtues, values, morals, and the skill to be a model citizens. The end goal of essentialism is to prepare students to become productive citizens of society and have basic knowledge and skills that will prepare them for the future. The unification role of essentialism is represented in the core curriculum that aims to transfer the essential knowledge and skills needed for equal and well-balanced citizens (Şahin, M, 2018).

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