) has stated that regardless of the subject area of instruction (e.g. social studies, math, history, etc.), the developed curriculum will only be as valid as the educational philosophy underlying it. The author notes that anyone charged with the responsibility of curriculum development must clarify the educational philosophy which he or she is using as a theoretical foundation and must also understand the specifications of that philosophy for what needs to be focused upon in the curriculum.
According to Ornstein, there are four basic educational philosophies. The first of these is said to be Perennialism whose philosophical base is Realism. This philosophy holds that the aim of education is the rational person; in other words, the purpose of education is the cultivation of the intellect. Curriculum focus based on this philosophy emphasizes classical subjects, the liberal arts approach, the literary analysis of all subject matter.
The second educational philosophy is that of education with both Realism and Idealism serving as its philosophical base. Here the aim of education is viewed as that of promoting the intellectual growth of the individual but also his or her competency. The curriculum focus is upon the essential skills which comprise the subject area, e.g. social skills, responsibility building, and so forth.
The third educational philosophy is that of Reconstructionism with roots in Pragmatism. The aim of education is characterized as that of improving or reconstructing society. Education is seen as serving the purposes of change and social reform. The curricular focus is strongly upon the social sciences with an examination of social, economic and political problems and a present and future focus in terms of national and international issues.
Progressivism, with its philosophic roots in Pragmatism, is the fourth educational philosophy discussed by Ornstein (1991). This philosophy states that the aim of edu...