Traditionalist curriculum is the approach developed out of classical ideas regarding public education and school curriculum. It assumes that curriculum is defined by content and subject, based on the identification, selection, organization, and evaluation of learning, (Majali, 2016). This means that curriculum is a learning plan applied in the classroom. The aim of traditionalist theory is based on specific objectives with measurable outcomes. It is based on the foundation that education is a mental discipline that requires, “rigorous mental involvement to strengthen the mind”, (Majali, 2016). This assumes that the purpose of education is to improve student knowledge and that school curriculum is universal and can be applied to everyone. Traditionalists theory has positive strengths, encouraging specific learning methods, goals, and objectives. However, it comes with weaknesses. Traditionalists do not look to the curriculum to address learning problems that arise. Furthermore, traditionalists emphasize, “what information is taught to students, not how it is taught”, (Majali, 2016).
Conceptual-empiricists is based on theories of informational education, where research is done to “control and predict what happens in schools”, (Glatthorn, 2015). Its foundation is found in truth and experience.. Throughout the process, teachers use research to measure learning outcomes. Research is used to preserve content and provide instruction, through learning and interacting. In this way, discipline and behavior is key to the theory. It questions what is being taught, why it is being taught, and how this affects learning, (Majali, 2016). This encourages students to have a better understanding of the lesson in more meaningful ways such as interests and social problems. The strength of this theory is that is questions the status quo. It allows instructors to use the best approach to teaching instead of following a specific lesson plan. However, the weakness to this theory is that “when students fail to learn, the fault lies with the students themselves rather than what the manner by which the content was organized or with teaching methods”, (Majali, 2016).
“Reconceptualists emphasize subjectivity, existential experience, and the art of interpretation in order to reveal the class conflict and the unequal power relationships existing in the larger society”, (Glatthorn, 2015). As a result, reconceptualists stand out from the rest by emphasizing how students understand themselves and the world around them, (Majali, 2016). It is based on politics, ideals, social science, psychology, philosophy, and human behavior. Most importantly it addresses individual learning and how the social environment shapes intellect. The theory allows instructors to understand learning capabilities individually, making this theory a personal process for growth. School instruction is not only to improve knowledge but also society through critique and reform. It encourages instructors to “free themselves from assumptions” to develop a lesson plan and improve education. Reconceptualists theory is highlighted by its strengths and weaknesses. Learning is “highly personal and unique to each individual”, (Majali, 2016). While the overall goal is to improve education and greater society, it encourages learners to learn more about society, culture, politics, and experiences to gain understanding and control over their lives. This theory is a personal favorite. This is because it addresses societal issues to help students relate to the rest of the world. It emphasizes the importance and influence of culture, politics, and greater society into the classroom. The only setback to this theory is that it requires more involvement from instructors. This includes holding teachers responsible for learning failures and adjusting the curriculum to individual learning.
References
Glotthorn, O. (2014). Curriculum Theory. Curriculum Leadership.Chp. 3. Sage Publications. New York, NY. Retrieved from: http://www.sagepub.com/sites/default/files/upm-binaries/6042_Chapter_3_Glatthorn_(Sage)_I_Proof_2.pdf
Majali, D. (2014). Introduction to curriculum theory. Muta University. Retrieved from: https://www.mutah.edu.jo/userhomepages/drmajali/t1.html
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