Curriculum - Philosophical Concept | Alexandria
Curriculum: more than just a list of subjects, curriculum represents the formal and informal knowledge, skills, and values intentionally conveyed through an educational system, a planned sequence of instruction, or even an individual course of study, but its true nature remains a topic of debate. Some might think they understand what curriculum means, but do they truly grasp its scope?
The etymological roots of curriculum reach back to ancient Rome, specifically to the Latin word "currere," meaning "to run" or "to proceed." By the 17th century, "curriculum" appeared in academic contexts, notably at the University of Leiden in 1633, referring to a prescribed course of study – the intellectual race to be run by students. But the idea of a curriculum predates this linguistic marker. Plato’s Republic, conceived in ancient Greece, outlines a philosophical curriculum intended to mold ideal philosopher-kings, emphasizing dialectical reasoning and virtue ethics. The historical contexts surrounding these moments – the rise of universities and the Renaissance's rediscovery of classical thought – offer clues to the philosophical weight the concept would later carry. Other cornerstones of this conversation are represented by Aristotle's Nicomachean Ethics, and what this master educator considered the proper path of study for his students. Later, this conversation would be added to by the writings of John Locke and John Stuart Mill on pedagogy.
As pedagogical practices evolved, so too did the understanding of curriculum. The progressive education movement, spearheaded by John Dewey in the early 20th century, challenged the notion of curriculum as a fixed body of knowledge. Dewey advocated for a student-centered approach, emphasizing experiential learning and critical thinking. The publication of Ralph Tyler’s Basic Principles of Curriculum and Instruction in 1949 provided a foundational framework for curriculum development, focusing on objectives, learning experiences, organization, and evaluation. However, this framework has not gone without critics, some suggesting it leads to a narrow, overly prescriptive approach. Intriguingly, debates continue about whether curriculum should prioritize vocational training versus intellectual development, objective morality versus subjective experience, rational thinking versus emotional intelligence.
Today, curriculum manifests in myriad forms, from standardized national curricula to personalized learning pathways facilitated by technology. Its legacy extends beyond the classroom, shaping societal values, cultural norms, and the very fabric of rational thinking. Online ethics games and moral quizzes challenge and reinforce, or erode, previously cherished beliefs. Curriculum has become a battleground for competing ideologies, each vying to influence the next generation. As we confront complex moral dilemmas and ethical paradoxes in a rapidly changing world, the questions surrounding curriculum become ever more pressing: What knowledge is deemed most valuable? Who decides? And how do we ensure that curriculum fosters not just competence, but wisdom and ethical discernment? The race, it seems, is far from over.