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Curriculum theory
Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes. CT can be approached from the educational, philosophical, psychological and sociological disciplines. James MacDonald states “one central concern of theorists is identifying the fundamental unit of curriculum with which to build conceptual systems. Whether this be rational decisions, action processes, language patterns, or any other potential unit has not been agreed upon by the theorists.”〔J.B. MacDonald (1971). Curriculum Theory. The Journal of Educational Research, 64, 5, 195-200.〕 Curriculum theory is fundamentally concerned with values,〔H.M. Kliebard (1989). Problems of Definition of Curriculum. Journal of Curriculum and Supervision, 5, 1, 1-5.〕 the historical analysis of curriculum, ways of viewing current educational curriculum and policy decisions, and theorizing about the curricula of the future.〔J.J. Wallin (2011). What is ?Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ, 30, 285-301.〕 Pinar defines the contemporary field of curriculum theory as “the effort to understand curriculum as symbolic representation”.〔W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 16.〕
The first mention of the word “curriculum” in university records was in 1582, at the University of Leiden, Holland: “having completed the curriculum of his studies”.〔Hamilton (1989) in W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 71.〕 However, curriculum theory as a field of study is thought to have been initiated with the publication of The Yale Report on the Defense of the Classics in 1828, which promoted the study of a classical curriculum, including Latin and Greek, by rote memorization.〔W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 72.〕
== Faculty Psychology ==
The school of faculty psychology, dominating the field from 1860-1890 in the United States, believed that the brain was a muscle that could be improved by the exercise of memorization (with comprehension a secondary consideration). Curriculum policy for elementary, secondary, and high schools were determined by the Committee of Ten on Secondary School Studies, the Committee of Fifteen on Elementary Education, and the Committee on College Entrance Requirements, appointed by the National Education Association (NEA) in the 1890s, to follow faculty psychology principles.〔W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 75.〕
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