DOCSLIB.ORG

Content Analysis of Music Curriculum for Nigeria Certificate in Education (NCE)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Content Analysis of Music Curriculum for Nigeria Certificate in Education (NCE) Vol. 8(19), pp. 1753-1762, 10 October, 2013 DOI: 10.5897/ERR2013.1577 Educational Research and Reviews ISSN 1990-3839 © 2013 Academic Journals http://www.academicjournals.org/ERR Perspective Content analysis of music curriculum for Nigeria Certificate in Education (NCE) Ogunrinade, D. O. A. Department of Music, Adeyemi College of Education, Ondo State, Nigeria. Accepted 27 August, 2013 The philosophy of music curriculum for Nigeria Certificate in Education (NCE) developed by the National Commission for Colleges of Education (NCCE) is conceived from the background of Western music. If music has been described as an essential, inseparable and a fundamental part of African cultures, hence, our curriculum should reflect in the least basic African musical culture. A critical analysis of the current music curriculum for Nigeria Certificate in Education (NCE) was carried out. Existing research works were also perused which include Faseun (2005), Omibiyi (2008), Vidal (2012). In the course of this study, it was discovered that the present curriculum impacts little or no learning of Nigerian music. Finally, it was therefore conceptualised in this paper the possibility of replacing some of the repertoire of imposed western musical tradition with Nigerian musical heritage, in order to make it more relevant to the student’s social environment and for the economic advancement of the lots of its graduates and the society at large. Key words: Curriculum, philosophy of music education, content analysis, Nigeria Certificate in Education (NCE). INTRODUCTION The importance and role of music in the growth of a child real life. This however should not be meant for academic cannot be over-emphasized. The Nigerian child in pursuit alone but the contents there – in should enable its particular is born and nurtured in music. He grows and product (students) to be self reliant and contribute their learns in the society and he takes his nexit from the world own quota to the economic advancement of the with music. (Federal Republic of Nigeria, 2009). community and the nation at large. The philosophy further stated that music is used at ceremonies and Above represent the first paragraph of the music festive occasions to enrich and add colour to them, it curriculum by the National Commission for Colleges of serves social, political, historical, economic, religious, Education in Nigeria. Based on the premise that context communicative and moral functions in a society (Federal and environmental setting should be considered in the Republic of Nigeria, 2009). formulation of an appropriate philosophy, one would Conversely, African music practices are first and fore- expect that an apposite curriculum for such aesthetic most meant for, and directed by, the community‟s ideo- form of arts should be culturally embedded in such a way logy, economic, social, religious, recreational tendencies that relate music as a school subject and school work to and rite of passage rituals. Thus there is an inseparable E-mail: [email protected]. 1754 Educ. Res. Rev. link between the community way of life and musical New ideas and experiences are matched against existing practices. Community cultural practices are directed and knowledge, and the learner constructs new or adapted transacted through music. rules to make sense of the world (Matthews, 2000). Like Also, the traditional systems of the Nigerian society western imperial music theory, appreciation, history and consider music to be an indispensable part of education the rest, have a close relation with the musical culture to and some families were renowned with long traditions of which it developed and bringing such to another society music making. The mode of training notably involved a is like new wine in the old sack, which undeniably will long period of apprenticeship with imitation approach as a destroy the sack (Mathew 9:17). And that is now the major method of the teaching-learning process. However, situation of Nigerian musical art culture; students coming music education curriculum based on Western classical from specific background peculiar with its own rich music dominates curriculum content of schools on the musical culture but on getting to the school, eccentric African continent especially in Nigeria setting, whilst musical culture quite different from their experience are community musical practices are not equally represented what were placed before them as material of instruction, properly (Omibiyi–Obidike, 2001; Okafor, 2005; Vidal, what an incongruity?. Additionally, teaching in higher 2012 ). Despite the fact that the Nigerian child is nurtured education is concerned with adult students who construct and raised from this type of community musical practices, knowledge in a different way from that of the children, he gets to the institution of higher learning, founded, of therefore, significant and meaningful knowledge that will course, on the norms of western cultural music that is enable them to be self contingent should be impacted to quite different and eccentric to his cultural music expe- their lives. The following are numbers of different ways rience. The task of making music curriculum more with which adult learners are different from child learners. relevant to the students and that of Nigerian populace that will reflect the local community‟s musical practices, 1. Child learners rely on others to decide what is embrace Nigerian contemporary music and ultimately important while adult learners decide for themselves what bring about balance between music education and is important. community‟ music, is the key motive of this study. 2. Child learners accept information at face value, adult learners use experience to validate information. 3. Child learners do not expect learning to be immediately THEORETICAL FRAMEWORK useful whilst adult learners expect what they learn to be immediately useful. 4. Child learners have little or no experience to draw on Constructivism is basically a theory - based on obser- while adult learners have much experience. Child learners vation and scientific study - about how people learn. cannot act as resource to group, adult learners have Simply put, students construct knowledge and meaning significant ability to act as resource to group (Knowles in from their interactions with others and their environment Carlile and Jordan, 2005). (Dabelstein, 2010). They construct their own understan- ding and knowledge of the world, through experiencing Furthermore, the constructivist learning theory also things and reflecting on those experiences. When en- argues that people produce knowledge and form meaning countering something new, it has to be reconciled with based upon their experiences. This learning theory takes previous ideas and experience (Educational Broadcasting a very different approach toward traditional learning as Corporation, 2004). This theory holds that learning well; it represents a paradigm shift from education based always builds upon knowledge that a student already on behaviorism to education based on cognitive theory knows; this prior knowledge is called a schema. Because (Gagnon and Collay, 2012). Kabalevsky in Faseun (2005) all learning is filtered through pre-existing schemata, succinctly explicates that: music as an essential and soul of a culture will be more meaningful, relevant and useful to its product when the The only way open was to suggest a fundamentally new contents of its curriculum mirrored the enriched back- approach, one that, like the whole of the new concept of ground from which it evolved. Conversely, music and music teaching, would arise from and be based on the society have always been intimately related which music that would naturally relate music as a school reflects and creates social conditions and factors that subject and school work to real life. either facilitate or impede social change, like language. It is an accomplishment that distinguishes us as humans. Music education curriculum at tertiary level should reflect (Ogunrinade et al., 2012). the enriched contemporary music like gospel music, fuji, In view of the above fact, constructivists‟ claim will be adamo, highlife, African reggae, hiphop to mention but ideal approach for the purpose of teaching and learning, few in other to captivate and absorb the interest of the such that people „construct‟ their own meaning by learners and for the economic advancement of the lots of building on their previous knowledge and experience. its graduates and the nation at large. Ogunrinade 1755 CURRICULUM to live together as well as cope with the ever changing challenges of life. The educational significance of musical Curriculum can be broadly defined as sum total of all the performances in traditional Nigerian societies can experiences a learner undergoes under the guidance of therefore not be overemphasised, since "education is the the school or institution. The specific and formal know- vehicle by means of which the cultural heritage of a given ledge and skills that the learners or managers will acquire society is transmitted to the younger generation. This from a course or programme constitute a core curriculum. helps to "produce an individual who is co-operative and According to Rugg in Adeyinka 1988: conforming to the social order of the day" (Fafunwa, 1983). It is important to note that despite colonisation and “Curriculum is really the entire programme of the schools' its attendant results on the socio-political and educational work. It is the essential means of education.
Load more

Recommended publications
  • Overcoming the Crisis in Curriculum Theory: a Knowledge-Based Approach Michael Young Version of Record First Published: 05 Apr 2013
    This article was downloaded by: [Institute of Education] On: 24 April 2013, At: 05:23 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Curriculum Studies Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/tcus20 Overcoming the crisis in curriculum theory: a knowledge-based approach Michael Young Version of record first published: 05 Apr 2013. To cite this article: Michael Young (2013): Overcoming the crisis in curriculum theory: a knowledge- based approach, Journal of Curriculum Studies, 45:2, 101-118 To link to this article: http://dx.doi.org/10.1080/00220272.2013.764505 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and- conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. J. CURRICULUM STUDIES, 2013 Vol. 45, No. 2, 101–118, http://dx.doi.org/10.1080/00220272.2013.764505 Overcoming the crisis in curriculum theory: a knowledge-based approach MICHAEL YOUNG This paper begins by identifying what it sees as the current crisis in curriculum theory.
    [Show full text]
  • From Course Objectives, They Should Develop Their Tests Based on A
    DOCUMENT RESUME ED 316 164 HE 023 289 AUTHOR MacCuish, Donald A. TITLE Bridging the Gap between Curriculum and Instruction: A Look at Beauchamp. PUB DATE 89 NOTE 6p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Curriculum Development; Educational Planning; *Educational Theories; *Foundations of Education; Higher Education; *Instruction; Instructional Development; Models; Student Educational Objectives IDENTIFIERS Beauchamp (George) ABSTRACT George Beauchamp's 1968 book, "Curriculum Theory," stresses the importance of developing subordinate constructs, or theoretical relationships, with other components of education, until ground rules are laid down through meanings ascribed to the term "curriculnm". According to Beauchamp, theories have three functions: to describe what is going on, help predict what will happen in given situations, and explain things that have already occurred. Beauchamp's four 1 els of theories are: categories of theories; theories in the applied areas of knowledge; subtheories in applied areas; and sublevels to the theories within the applied areas. The Course Development Model ties curriculum and instruction together and is based on Beauchamp's ideas concerning curriculum theory. It states that faculty should use course descriptions contained in college/university catalogues to develop their course objectives. From course objectives, they should develop their tests based on a taxonomy of educational objectives to ensure that materials being evaluated are being done using the
    [Show full text]
  • John Dewey's Theory of Experience and Learning
    24 Towards a Flexible Curriculum John Dewey's Theory of Experience and Learning Joop W. A. Berding Introduction In what I call the technological approach some traits from the teacher or subject-centered tradition can be recognized In the history of curriculum we see lines of divergence and in what I have named Bildung some traits from the child- into two separate schools. On the one hand, we can find a centered tradition can be discerned. view that emphasizes the school-based distribution of selected Looking at contemporary educational theory, of which knowledge. 'Education' is conceptualized as intervention, (i.e. curriculum theory is an essential part, one can see that the the transmission of a bulk of tradition-given, indisputable first school has become the dominant one, as a sort of knowledge), in which the experiences of the learner (inside 'standard-view' of curriculum. Summarized, its main features or outside the school) only count in relation to externally include: defined objectives. The success of education is primarily 1. a conglomeration of atomistic, cognitivistic, de- measured in terms of 'qualification,' that is meeting up to socialized, de-personalized and de-contextualized predetermined, 'objective' standards. We might call this a 'fillings', mostly defined as 'subject matter' or technological, product-oriented outlook on education and studies; curriculum. Its keywords are transmission and control. 2. a catalogue or canon, that is an autonomous, almost On the other hand there is a tradition in which the pupil/ unpersonal entity, isolated from and a priori to the learner is in the center of the educational process.
    [Show full text]
  • Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum
    DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2019 Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum Sana Bell DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Bell, Sana, "Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum" (2019). College of Liberal Arts & Social Sciences Theses and Dissertations. 272. https://via.library.depaul.edu/etd/272 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum June, 2019 BY Sana Bell Interdisciplinary Self-Designed Program College of Liberal Arts and Sciences DePaul University Chicago, Illinois 1 CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Contents Abstract 3 Section 1 Introduction: The Intersection of White Supremacy Ideology and Curriculum— Epistemological Racism 4 Purpose 4 Conceptual,
    [Show full text]
  • Issues and Prospects of Effetive Implementation of New Secondary School Curriculum in Nigeria
    Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.34, 2015 Issues and Prospects of Effetive Implementation of New Secondary School Curriculum in Nigeria Ali A. Ahmadi Mumuye Departmet, C.O.E., P.M.B 1021, Zing, Taraba State Ajibola A. Lukman Educational Foundations, Department, C.O.E., P.M.B 1021, Zing, Taraba State Abstract This paper digs into the issues surrounding effective implementation of new secondary school curriculum in Nigeria. This is based on the feeling that 21 st century education is characterized with a dramatic technological revolution. The paper therefore portrays education in the 21 st century as a total departure from the factory-model education of the past. It is abandonment of teacher centered, paper and pencil schooling. It means a new way of understanding the concept of knowledge, a new definition of the educated person. The paper argues that society institutionalized education as a tool to reform society and creates change for the betterment. Hence, authentic education addresses the whole child, the whole person and does not limit our professional development and curriculum design to workplace readiness. To this end, there is every need to review the status quo of secondary school curriculum in Nigeria in order to consolidate further the new basic education programme and to ensure the actualization of the Federal government national developmental programme especially in the area of human capital development. Finally, the paper recommends massive advocacy and sensitization of teachers, students, parents and school administrators and supervisors who are the end-users of the new curriculum for its effective implementation.
    [Show full text]
  • Integrating Cultural Values Into the Curriculum for Kenyan Schools. PUB DATE 2003-00-00 NOTE 24P
    DOCUMENT RESUME ED 477 141 SO 034 559 AUTHOR Maina, Faith TITLE Integrating Cultural Values into the Curriculum for Kenyan Schools. PUB DATE 2003-00-00 NOTE 24p. PUB TYPE Opinion Papers (120) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Colonialism; *Curriculum Development; *Curriculum Problems; *Educational History; Foreign Countries; Public Education IDENTIFIERS Cultural Values; *Kenya ABSTRACT A strong cultural identity enables individuals to become independent and self-reliant people who function in their own environment. People who have little sense of their cultural identity or have been alienated from their culture can become dependent and lack skills for meaningful survival in their own environment. This predicament is particularly pronounced in societies that have suffered colonial domination in the past and that find themselves socializing their children with the cultural values and world view of the colonizing power which undermines their own cultural identity. In the republic of Kenya, this problem has been acknowledged and documented by academics and educators. There seems to be a lack of political will to make radical and effective changes to the curriculum. This paper offers a historical overview of colonial education in Kenya, examining curriculum development in a broad outline form, starting with the pre-colonial indigenous curriculum and moving to the colonial and post-colonial curriculum. Kenyan curriculum has failed to live up to the basic definition of the word curriculum and has contradicted a fundamental determinant of curriculum development--failure to integrate the local cultural values into the curriculum. The paper provides suggestions for addressing some of the problems outlined in the overview.
    [Show full text]
  • Belonging and Learning to Belong in School: the Implications of the Hidden Curriculum for Indigenous Students Kiara Rahman*
    Discourse: Studies in the Cultural Politics of Education, 2013 Vol. 34, No. 5, 660Á672, http://dx.doi.org/10.1080/01596306.2013.728362 Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students Kiara Rahman* David Unaipon College of Indigenous Education and Research (DUCIER), University of South Australia, Adelaide, SA, Australia This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the ‘white’ dominant culture values and practices, and that it is generally those who don’t have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students ‘...need to feel that schools belong to them as much as any child’ and that to ‘...move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom’. This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school. Keywords: indigenous education; cultural knowledge; hidden curriculum; inclusive education; culturally responsive schooling; bi-cultural education Introduction It goes without saying that each child will experience education differently. The type of school they attend, the relationships they maintain with their teachers and peers, along with their family backgrounds and prior knowledge (skills and abilities), impact on the outcomes students produce in school. When students enter school, they meet a specific curriculum, a programme of study that they are to learn within, with the guidance of their teachers.
    [Show full text]
  • Sciences Teacher Education Curriculum Re-Alignment: Science Education Lecturers’ Perspectives of Knowledge Integration at South African Universities
    http://jct.sciedupress.com Journal of Curriculum and Teaching Vol. 7, No. 1; 2018 Sciences Teacher Education Curriculum Re-alignment: Science Education Lecturers’ Perspectives of Knowledge Integration at South African Universities Kwanele Booi1,* & Mamsie Ethel Khuzwayo1 1Faculty of Education, SP-FET Department, Cape Peninsula University of Technology, Mowbray, South Africa *Correspondence: Faculty of Education, SP-FET Department, Cape Peninsula University of Technology, Mowbray, South Africa. E-mail: [email protected] Received: November 13, 2017 Accepted: November 22, 2017 Online Published: February 7, 2018 doi:10.5430/jct.v7n1p52 URL: https://doi.org/10.5430/jct.v7n1p52 Abstract A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately 23 universities. This sampling strategy was based on selecting some universities that became Universities of Technology during the process of merging Higher Education Institutions (HEIs) while other universities kept their identity; currently being referred to as Traditional Universities. In-depth interviews and analysis of curriculum documents were used as sources of data acquisition to address the aim and questions explored by this study explored; necessitated by the need to implement Minimum Requirements for Teaching Education Qualification (MRTEQ) policy guidelines. The sampled universities’ identities were concealed and pseudonyms were assigned to participants for ethical reasons. Qualitative methods were applied for data analysis. Findings revealed that for some institutions’ integration of sub-disciples of science curriculum led to contestations and debates resulting from different philosophical perceptions held by subject specialists in the curriculum design process. Knowledge integration continues to be a contested field in universities that typifies resistance to change.
    [Show full text]
  • A Study of Curriculum Customization in the Era of Standardization of Education Sylvia A
    Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses Seton Hall University Dissertations and Theses (ETDs) Summer 8-26-2019 A Study of Curriculum Customization in the Era of Standardization of Education Sylvia A. Dixon McInerney Seton Hall University, [email protected] Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, and the Educational Leadership Commons Recommended Citation Dixon McInerney, Sylvia A., "A Study of Curriculum Customization in the Era of Standardization of Education" (2019). Seton Hall University Dissertations and Theses (ETDs). 2698. https://scholarship.shu.edu/dissertations/2698 A STUDY OF CURRICULUM CUSTOMIZATION IN THE ERA OF STANDARDIZATION OF EDUCATION By SYLVIA A. DIXON MCINERNEY Submitted in partial fulfillment of the requirements for the degree Doctor of EducAtion DepArtment of EducAtion LeAdership, MAnAgement And Policy Seton HAll University August 2019 © 2019 SylviA A. Dixon McInerney ii SETON HALL UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES OFFICE OF GRADUATE STUDIES APPROVAL FOR SUCCESSFUL DEFENSE Sylvia A. Dixon-McInerney has successfully defended And mAde the required modificAtions to the text of the doctorAl dissertAtion for the Ed.D. during this Summer Semester 2019. DISSERTATION COMMITTEE The mentor And Any other committee members who wish to review revisions will sign And dAte this document only when revisions hAve been completed. PleAse return this form to the Office of GrAduAte Studies, where it will be placed in the cAndidate's file And submit A copy with your finAl dissertAtion to be bound As pAge number two.
    [Show full text]
  • Instruction, Curriculum and Society: Iterations Based on the Ideas of William Doll
    International Journal of Instruction January 2012 ● Vol.5, No.1 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X INSTRUCTION, CURRICULUM AND SOCIETY: ITERATIONS BASED ON THE IDEAS OF WILLIAM DOLL “How wonderful that we have met with a paradox. Now we have some hope of making progress.” Niels Boh Sonja Varbelow Field-Based Teaching Specialist, University of Texas at Brownsville, USA [email protected] This paper explores the relationship between society and school from the point of view of chaos theory with the purpose to understand the deficiencies in teacher education programs and to offer suggestions for their improvement. Based on the ideas of the postmodern curriculum theorist William Doll, it examines the paradigm shifts of world views from pre-modern to post-modern times and their implications for education. The methodology is theoretical analysis. The findings will show that classrooms are fractal in nature and reflect the society of which they are a part. Therefore, it is necessary to understand that the function of school goes beyond passing generations along or changing society. Today’s schools must bridge the gap between a modernist education system and a post-modern, globalized knowledge society. The paper concludes with examples that use those findings to improve the praxis of pre-service teacher education. Key Words: William Doll, chaos theory, fractals, schools, pre-service teacher education INTRODUCTION As an instructor for pre-service teachers, I start every semester with groups of students who have come to my courses with two objectives: 1. they expect me to make them “effective teachers” by giving them blueprint instructions for teaching and 2.
    [Show full text]
  • Hidden Curriculum As One of Current Issue of Curriculum
    Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.33, 2015 Hidden Curriculum as One of Current Issue of Curriculum Merfat Ayesh Alsubaie Department of Educational Leadership, Research and Technology, K-12 Leadership, Western Michigan University, 1903 W Michigan Ave, Kalamazoo, MI 49008 Abstract There are several issues in the education system, especially in the curriculum field that affect education. Hidden curriculum is one of current controversial curriculum issues. Many hidden curricular issues are the result of assumptions and expectations that are not formally communicated, established, or conveyed within the learning environment. Thus, awareness of hidden curricular issues becomes a consideration, which has negative and positive influences. Keywords: Curriculum issue, hidden curriculum, positive and negative impact. 1. Introduction Understanding the influential factors at work within learning environment in the school or the classroom is a growing area of interest. Hidden expectations, skill sets, knowledge, and social process can help or hinder student achievement and belief systems. A hidden curriculum refers to the unspoken or implicit values, behaviors, procedures, and norms that exist in the educational setting. While such expectations are not explicitly written, hidden curriculum is the unstated promotion and enforcement of certain behavioral patterns, professional standards, and social beliefs while navigating a learning environment (Miller & Seller, 1990). This argumentative study is investigated how hidden curriculum issue transpired in learning environments of institutional and organization systems. Therefore, this paper will focus on the scholarly literature to show the hidden curriculum as the one of the problems, which most common in the curriculum.
    [Show full text]
  • Psychological Influences in the Curriculum Decision Making Process
    Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.8, 2013 Psychological Influences in the Curriculum Decision Making Process Anne Syomwene (Ph.D) 1*; Kisilu Kitainge (Ph.D) 2; Marcella Mwaka (PhD) 3 1*Moi University, Kenya 2University of Eldoret, Kenya 3Moi University, Kenya *Email of corresponding author: [email protected] Abstract This paper is a discussion on how psychology as a discipline influences the curriculum decision making process. Psychology provides a basis for understanding the teaching and learning process. Indeed, teaching the curriculum and learning the curriculum are interrelated and psychology cements the relationship. The argument advanced in this paper is that the curriculum decision making process cannot be undertaken effectively without adequate psychological considerations. The paper explores the psychological considerations on the basis of three broad theories of learning advanced by psychologists: Behavioral theories, cognitive and developmental theories and lastly the humanistic theories of learning. Key words : Psychology, curriculum, teaching and learning theories 1. Introduction Curriculum means the sum total of all the experiences that a pupil undergoes within the guidance of the school. On the other hand, curriculum decision making process is the process regarding the determination of the educational objectives, learning experiences and methods of evaluation in the curriculum building endeavor. This paper will utilize the definition of curriculum provided by (Wiles, 2005:7) that “Curriculum is a set of values that is activated through a development process and culminates in classroom experiences for students” Educational Psychology as a discipline is concerned with the question of how people learn.
    [Show full text]