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Learn Assessment: Curriculum Traditions
The article “Perspectives on Four Curriculum Traditions” by William Schubert explains
the types of curriculum traditions from the viewpoint of four speakers. Readers gain an
understanding of the different types of curriculum traditions through a Q&A platform about each
curriculum theory. The four types of curriculum traditions are intellectual traditionalist, social
behaviorist, experientialist, and critical reconstructionist. Each speaker shared their theory and
belief in the curriculum and explained how the “curriculum should be restructured beyond the
all-too-pervasive reliance on textbooks” (Schubert, 1996, para.4).
Summary of the Four Traditions
The first speaker conversed about the intellectual traditionalist theory. Intellectual
traditionalists believe education should encompass the mind with engaging ideas, theories, and
knowledge to promote human thought. (Schubert, 1996) states that the meaning of great works
and organized disciplines of knowledge is the answer to discovering what is worth knowing
within the curriculum. He explains that the great works refer to human expressions such as
insight, understanding, and wisdom, while the disciplines are organizations of knowledge created
by experts. The speaker also provides education on the importance of “great works” and how it is
centered on having better teachers who appreciate the liberal arts traditions instead of teachers
who were raised in textbooks. As an educator, to inspire others, teachers need to have an
appreciation for their subjects and teach in a manner that makes their curriculum engaging.
Throughout the interview, the speaker provides information on implementing the great works
and disciplines in the curriculum and the benefits the great works and disciplines have to offer.
The speaker concluded the interview by stating, “A great works curriculum enables students to
think more carefully and to appreciate more deeply” (Schubert, 1996, para.16).
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Speaker two discussed the theory of social behaviorism which focuses on preparing
students for their societal roles and responsibilities by developing skills and competencies that
help students become successful in today’s world. The questioner began the interview by asking
a profound question about how social behaviorists determine what will make students successful
in today’s society. The speaker answers the following question by identifying the curriculum as
what is to be learned, while instruction focuses on how it is learned. Many curriculum designers
today have become centered on the design process rather than the productiveness of what is
being designed. For students to be successful in today’s world, the curriculum should be a
benchmark for what students need. “We must re-make curriculum in every generation by asking
what successful people do, and more importantly what they need to know to do it” (Schubert,
1996, para. 28).
Speaker three, explains the theory of an experientialist. The speaker explains that
curriculum is viewed as an arrangement of experiences that allows a student to develop skills,
knowledge, values, and beliefs. Experientialists believe learning and teaching should be done
naturally outside the formal learning context. This tradition is centered on John Dewey’s
educational philosophy, which views education as a growth and learning process through
experiences. Experientialists' curriculums are flexible and student-centered approaches that foster
critical thinking and problem-solving skills allowing students to engage with real-world
situations. The speaker points out that as humans we learn best when we are interested and
concerned about the topic. (Schubert, 1996). As a teacher, student interest and engagement are
important in my classroom as I promote student success. As educators aim for student
achievement, interest, and engagement can shape classroom interactions between students and
teachers. (Brandmiller et al., 2023).
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The final speaker discussed critical reconstruction theory. This tradition emphasizes
critical pedagogy, encouraging students to question social norms and become individuals to
become motivators of change. Critical reconstructionists see curriculum as a tool for social
justice, promoting equity, democracy, and empowerment. The speaker passionately expresses the
importance of engaging with a curriculum that allows students to work on projects that right
wrong in their lives. It teaches them how to become activists who advocate to overcome the
injustices they face.
Personal Preference and Rationale
Of the four traditions, experientialism appeals to me the most. The focus on
student-centered learning, real-world application, and critical thinking aligns with my
philosophical values and beliefs that education should be centered around real-world
experiences. Experiential learning encourages participation, fosters motivation for learning, and
prepares students with skills that transfer to various real-world situations. In Matthew 10, Jesus
prepares his twelve apostles for the experiences they will face before they go out and preach to
the city. (New International Version, 1973). As an educator, it is important to prepare students
for the experiences they will have as they engage in real-world challenges. On the other hand, the
social behaviorism tradition appeals to me the least. While I value the importance of preparing
students for society and the workforce, it can lead to limited educational experiences. The focus
on efficiency and productivity may overlook the educational goals of fostering creativity, critical
thinking, and reasoning.
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References
Brandmiller, C., Schnitzler, K., & Dumont, H. (2023). Teacher perceptions of student motivation
and engagement: Longitudinal associations with student outcomes. European Journal of
Psychology of Education,39(2), 1397–1420. https://doi.org/10.1007/s10212-023-00741-1
New International Version. (1973). biblegateway.com.
Schubert, W. (1996). Perspectives on four curriculum traditions on jstor. Perspectives on Four
Curriculum Traditions.,74(4), 169–176. http://www.jstor.org/stable/42926686
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