PHILOSOPHIES AND MODELS FOR CHANGE 2
Curriculum Philosophies or Models
Progressivism
Smith (2020), defined progressivism as an educational belief that students learn with
instruction is presented in learning environments that are student-centered. Progressive
philosophers believed that effective learning took place when instruction is related to real-world
experiences and situations. Student-centered classrooms where assessments of learning are made
through experiments and scientific inquiry. If students feel they have a choice in their learning
and it’s related to background experiences then effective learning is achieved.
The history map of progressive education beliefs can be dated as early as the late 19th
century. During the beginning years of progressivism many social changes were taking place in
the United States. Hines et al. (2023), shared that most of the progressive development was
motivated by World War I, racial segregation being legalized in the south, and anti-immigrant
beliefs. Therefore, it was not just one event that started the progressive movement. There are
quite a few leaders that had their own individual views and opinions regarding progressivism.
Labaree (2005), stated however that John Dewey would be considered the matriarch of this
movement. Another key leader that did not receive the recognition he deserved regarding his
vision of progressivism is Booker T. Washington. Both Dewey and Washington believed that
world life events mold students to response to learning. With instruction taking a background
knowledge student centered approach then adequate learning could be achieved. They believed
that through learning skills in trades, learning vocational skills, and ways of life building moral
character then students will grow into being a productive citizen of society.
Today in the 21st century curriculum developers use the progressivism philosophy to
develop curriculums across America. “Today progressivism means basing instruction on the
PHILOSOPHIES AND MODELS FOR CHANGE 3
needs, interests and developmental stage of the child; it means teaching students the skills they
need in order to learn any subject, instead of focusing on transmitting a particular subject; it
means promoting discovery and self-directed learning by the student through active engagement;
it means having students work on projects that express student purposes and that integrate the
disciplines around socially relevant themes; and it means promoting values of community,
cooperation, tolerance, justice, and democratic equality” (Labaree, 2005). In today’s classroom
this looks like scaffolding and making connections to background knowledge before something
new is taught. It means using an integrated curriculum to promote student centered learning to
teach relevancy of what is being taught. And, it means teaching cross-curricular subjects to build
rigor and critical thinking skills.
Reconstructionism
Reconstructionism is a philosophy built using changes in reforming education to help
reform society (Gordon et al. 2019). It uses the implementation of character education where
unity, respect, and equality are taught to enrich a student’s life. Therefore, he/she will grow up to
be a productive citizen of society.
Reconstructionism was born from the desire and belief that if education can be controlled
and changed then society can be changed. The main contributor to this philosophy is George
Counts, however, the ideas and beliefs of John Dewey helped fuel the inspiration. Around the
time of World War II there was a concern that citizens were not prepared for the changes that
were happening. The belief was if there was a curriculum used that taught civic responsibility,
and social inequalities then students would have a better understanding of social issues currently
happening (Kharbach, 2023).
PHILOSOPHIES AND MODELS FOR CHANGE 4
Reconstructionism in curriculum development will require teachers to be up to date on
current events and social challenges affecting society. However, using this philosophy in the
classroom will help develop student’s critical thinking skills and problem solving techniques
with peer collaboration. Utilizing peer collaboration discussing these world events and current
issues in society will help build a foundation for students to rely on when moving into adulthood
living in society.
The Tyler Model
According to Hlebowitsh (2021), Ralph Tyler was a doctoral student in the early 1920s at
the University of Chicago. While doing research on how students learn and develop critical
thinking skills he discovered a way he believed this could happen in the classroom. Tyler’s ideas
were developed and the Tyler Model of curriculum was born. This model has key aspects that all
teachers have utilized in the classroom today. They are to develop the meaning behind the
lesson, plan the lesson behind the meaning, and construct an assessment tool to evaluate
comprehension of the lesson.
Gordon et al. (2019), shared that the Tyler curriculum model is one of the most used
models by curriculum developers in the United States today. In today’s classroom standards
based instruction is utilized. These standards are the key objectives that guide instruction to
mastery of the lesson. The Tyler Model influence has guided the philosophy of using objectives
towards lesson plan development in current education in the United States.
PHILOSOPHIES AND MODELS FOR CHANGE 5
Focus Philosophy or Model
The focus model utilized will be the Tyler Model and how it is utilized in today’s
curriculum. This model has 4 key components of delivery; identify the meaning behind the
lesson, build background knowledge to connect to the meaning of the lesson, develop critical
skills to apply the lesson introduced, and assess the comprehension of the lesson.
The first component is identifying the meaning behind the lesson. This is the big picture
or essential question to explain the purpose and meaning to what will be taught. The second
component is to build background knowledge to connect to the meaning of the lesson. This is the
activating strategy that will make connections between the meaning behind the lesson and the
new concept being taught. The third step is the main part of instruction. This is the acquisition
lesson part of the curriculum where new information is being taught. Teachers must have explicit
lesson plans in order to transfer the information to the students effectively. Finally, the fourth
step is the assessment of the essential question/objective that was taught. The students are
assessed on the acquisition piece of the lesson to show mastery of the concept.
The Tyler Model is the most used technique in today’s curriculum. When deciding on a
curriculum change plan this would be the most effective to show the desire and outcome that is
wanting to be achieved. The model is easy to understand, and stakeholders will be able to follow
the plan of how it will be integrated into the classroom.
Values and Hidden/Implied Curriculum
Makarova et al. (2013), stated that values are the main idea of socialization. Values are
the key part of behaviors and beliefs that are passed down in generations. When developing
PHILOSOPHIES AND MODELS FOR CHANGE 6
curriculum the importance of values must be considered to respectfully consider what may or
may not be important to students and teachers.
The educational environment is influenced by many factors. The main factor that
influences the educational environment is the hidden/implied curriculum. This is what the
teachers teach to students without realizing it. Students observe and learn from teacher’s actions,
behaviors, responses to students, behavior issues from students, appearance, and to how they
greet students in the morning (D’Souza, 2017). Sometimes, this is a very intentional behavior
from the teacher to model good character, or how to build relationships. However, it is normally
unintentional and teachers must always be aware of themselves around their students. Students
can learn toxic behaviors or observe implicit bias from teachers when teachers are not aware.
Therefore, teachers must always control their persona in and out of the classroom when students
are around.
Considering the curriculum change plan of integrating restorative justice practices.
Values and hidden curriculum will be a major topic for professional learning. Restorative justice
practices will involve a mindset change that cannot be accomplished without self-reflection of
the teacher’s values. The change should demonstrate to students and teachers the importance of
building relationships, and learning about respect and responsibility. One of the key concepts
that will be implemented are peace circles. Peace circles are a basic concept of restorative justice
practices and they work on building relationships, trust, respect, and forgiveness (Evanovich et
al. 2020).
When the values and hidden curriculum are considered in a curriculum change the
implementation has a better chance of being successful. To address the values involved with this
curriculum change, social skills instruction and identifying the expectations must be instructed.
PHILOSOPHIES AND MODELS FOR CHANGE 7
The method will guide students to engage with peers and the instructor positively and
effectively. As curriculum developers and teachers make decisions regarding curriculum changes
they also must take leadership from our Lord and Savior. Curriculum changes should impact
students’ lives and positively change them to foster growth and development towards being
productive adults. “The Lord will guide you always; he will satisfy your needs in a sun-scorched
land and will strengthen your frame. You will be like a well-watered garden like a spring whose
waters never fail” (New International Version, 2011).
PHILOSOPHIES AND MODELS FOR CHANGE 8
References
D’Souza, L.A. (2017). Creating a community of learners in a middle school methods course.
Middle School Journal, 48(5), 21-27.
Evanovich, L.L., Martinez, S., Kern, L., & Haynes, R.D. (2020). Proactive circles: A practical
guide to the implementation of a restorative practice. Preventing School Failure, 64(1),
28-36. https://doi.org/10.1080/1045988X.2019.1639128
Gordon, W.R., Oliva, P.T., & Taylor, R.T. (2019). Developing the curriculum: Improved
outcomes through systems approaches (9th ed.). New York, NY: Pearson.
Hines, M., & Fallice, T. (2023). Pedagogical progressivism and black education: A
historiographical review, 1880-1957. Review of Educational Research, 93(3), 454-486.
https://doi.org/10.3102/00346543221105549
Hlebowitsh, P. (2021). Ralph tyler, the tyler rationale and the idea of educational evaluation.
Oxford Research Encyclopedia of Education.
Kharbach, M. (2023, May 16). “Social reconstructionism simply explained”: Educators
Technology. https://educatorstechnology.com/2023/05/social-reconstructionism-
simply.html
Labaree, D.F. (2005). Progressivism, schools, and schools of education: An American romance.
Paedagogica Historica, 41(1-2), 275-288.
https://doi.org/10.1080/0030923042000335583
Makarova, E., Herzog, W., Weber, K., & Kipfer, M. (2013). Family portrait of Switzerland.
Documentation and results of the swiss sub-study of the international comparative study
PHILOSOPHIES AND MODELS FOR CHANGE 9
families across cultures: The swiss study. Documentation and results of the national
supplementary study on parenthood and education.
New International Version. (2011). (Original work published 1978).
Smith (2020). Windows into the history and philosophy of education. Kendall Hunt.
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