The Relationship Between Philosophy and Curriculum: An Introduction
1. Philosophy and Curriculum: An Introduction
The relationship between philosophy and curriculum is a complex and controversial one. On the one hand, there are those who argue that philosophy has no place in the curriculum, and that the only purpose of the curriculum is to transmit knowledge. On the other hand, there are those who argue that philosophy is an essential part of the curriculum, and that without it, the curriculum would be impoverished. In this essay, I will explore the different arguments for and against the inclusion of philosophy in the curriculum, and attempt to determine what role, if any, philosophy should play in education.
2. The Relationship between Philosophy and Curriculum
There are a number of different ways in which philosophy can be related to curriculum. One way is to see philosophy as providing a foundation for the curriculum. This was the view of Plato, who saw philosophy as providing a foundation for all knowledge. Plato believed that philosophers should rule society, as they alone had access to the eternal truths which should guide society. This view was later adopted by Aristotle, who also saw philosophy as providing a foundation for knowledge. Aristotle argued that all knowledge is based on first principles, which can only be known through reason.
Another way of relating philosophy to curriculum is to see it as providing a critique of the curriculum. This was the view of Kant, who argued that philosophy has a critical function with respect to knowledge. Kant believed that we should use our reason to examine all claims to knowledge, including those made by science and religion. This view was later taken up by Marx, who saw philosophy as providing a critical analysis of capitalist society. Marx believed that philosophy should be used to challenge and change existing social structures.
A third way of relating philosophy to curriculum is to see it as providing content for the curriculum. This was the view of John Dewey, who saw education as a process of experience and learning. Dewey believed that all subjects, including philosophy, should be taught in such a way as to make them accessible to students’ own experiences. Dewey’s views were later taken up by many progressive educators, who saw education as being concerned with more than just transmitting knowledge. They saw education as being concerned with the whole child – with their emotional, social and spiritual development as well as their intellectual development.
3. The Purpose of Curriculum
One of the most controversial issues surrounding the relationship between philosophy and curriculum is the question of what the purpose of education should be. There are two main answers to this question: either education should be about transmitting knowledge, or it should be about developing students’ character. Those who advocate the former view typically argue that education should be neutral with respect to values – that it should not seek to promote any particular values or worldviews. Those who advocate the latter view typically argue that education should be value-laden – that it should seek to promote certain values or worldviews (such as democracy or religious belief).
4. The Nature of the Curriculum
The nature of the curriculum is another controversial issue surrounding the relationship between philosophy and curriculum. There are two main ways in which the curriculum can be conceived: either as a body of knowledge to be transmitted, or as a set of experiences to be undergone by students. Those who advocate the former view typically argue that education should be about transmitting factual information and theoretical understanding. Those who advocate the latter view typically argue that education should be about providing students with opportunities for personal growth and development.
5. The Teachers’ Role in Curriculum
Another controversial issue surrounding the relationship between philosophy and curriculum is the question of what role teachers should play in the curriculum. There are two main answers to this question: either teachers should be neutral facilitators of learning, or they should be active participants in the curriculum. Those who advocate the former view typically argue that teachers should not seek to promote any particular values or worldviews. Those who advocate the latter view typically argue that teachers have a responsibility to promote certain values or worldviews (such as democracy or religious belief).
6. The Students’ Role in Curriculum
Another controversial issue surrounding the relationship between philosophy and curriculum is the question of what role students should play in the curriculum. There are two main answers to this question: either students should be passive recipients of knowledge, or they should be active participants in the curriculum. Those who advocate the former view typically argue that education should be about transmitting factual information and theoretical understanding. Those who advocate the latter view typically argue that education should be about providing students with opportunities for personal growth and development.
7. The Influence of Religion on Curriculum
Religion is another controversial issue which often comes up in discussions about the relationship between philosophy and curriculum. There are two main views on the role of religion in education: either religion should be excluded from the curriculum, or it should be included in the curriculum. Those who advocate the former view typically argue that education should be neutral with respect to values – that it should not seek to promote any particular values or worldviews. Those who advocate the latter view typically argue that religion is an important part of many people’s lives, and that it should therefore be included in the curriculum.
8. The Influence of Ethics on Curriculum
Ethics is another controversial issue which often comes up in discussions about the relationship between philosophy and curriculum. There are two main views on the role of ethics in education: either ethics should be excluded from the curriculum, or it should be included in the curriculum. Those who advocate the former view typically argue that education should be neutral with respect to values – that it should not seek to promote any particular values or worldviews. Those who advocate the latter view typically argue that ethics is an important part of many people’s lives, and that it should therefore be included in the curriculum.
9. The Integration of Knowledge in the Curriculum
The integration of knowledge is another controversial issue which often comes up in discussions about the relationship between philosophy and curriculum. There are two main views on how knowledge should be integrated into the curriculum: either knowledge should be integrated horizontally, or it should be integrated vertically. Those who advocate horizontal integration typically argue that all subjects should be taught equally, and that there should be no hierarchy between them. Those who advocate vertical integration typically argue that some subjects are more important than others, and that they should therefore be given more emphasis in the curriculum.
10. God and the Curriculum
God is another controversial issue which often comes up in discussions about the relationship between philosophy and curriculum. There are two main views on the role of God in education: either God should be excluded from the curriculum, or He should be included in the curriculum. Those who advocate the former view typically argue that education should be neutral with respect to values – that it should not seek to promote any particular values or worldviews. Those who advocate the latter view typically argue that God is an important part of many people’s lives, and that He should therefore be included in the curriculum.
In conclusion, the relationship between philosophy and curriculum is a complex and controversial one. There are a number of different arguments for and against the inclusion of philosophy in the curriculum, and there is no easy answer to the question of what role, if any, philosophy should play in education.