There are three major foundations of a curriculum described as follows:
(a) Philosophical Foundations:
Philosophy of education performs three functions in determining curriculum:
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(1) It justifies and legitimizes the inclusion of certain fields of knowledge in the curriculum such as literature, sciences, logic, mathematics, social studies and so on.
(ii) It is on the basis of philosophical consideration of secularism that the Indian constitution does not allow religious instruction as a compulsory subject in educational institution. Thus, it provides a basis for justifying the exclusion of certain subjects from the curriculum.
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(iii) It helps in the choice of specific content to be covered in each subject. For example, whether regional, national or international history should be taught and if so, at which level.
The Indian society is pluralistic and multi-cultural with co-existence of differentiated societies and differing ideologies. This gives rise to different preferences and interests of different groups in society thereby leading to varied curricula.
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However, the dominant groups dictate their own ideology in determining the curriculum. On the other hand, assertive groups in the society raise questions about the validity of the dominant group’s ideological dictation concerning curricula.
An institution following the traditional philosophy, will assert the following dictums concerning its curriculum:
(1) Certain subjects (such as logic) have more capacity to train the mind as compared to other subjects (such as languages).
(2) Education is equivalent to imparting instruction.
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(3) Imparting knowledge and inculcating discipline among students is necessary so that they learn how to exercise their freedom.
(4) Basically all people are the same and therefore they need the same curriculum.
(5) Good citizens can be created through students’ intellectual development.
(6) Human beings should learn to accept and manage their existing environment.
As opposed to this art institution following radical, progressive philosophy will assert the following dictums concerning its curriculum:
(1) All subjects have the potential to develop intellect.
(2) Education implies creative self-learning.
(3) Students will learn to exercise freedom through direct experiences in democratic living.
(4) Individuals differ markedly from each other in terms of their needs, interests, environments and ability and therefore, require widely differentiated curricula.
(5) Productive and functional citizens can be created by developing morals and useful skills in students.
(6) Human beings should learn how to modify and to improve the environment around them.
Thus, our perceptions of what is good, proper, desirable and important will decide the kind of curriculum that we offer to our students.
Our fundamental belief;, premises or values as outlined earlier are conditioned by upbringing and by the group to which we belong. However, the responsibility of reconciling the different values held by different teachers, students or industrialists (employers) lies with the principal of the institution.
(b) Psychological Foundations:
While planning a curriculum, students’ needs (for kind of activities, need for sleep and rest, for developing independence etc.), their characteristics (muscular co-ordination, motor skills, age, etc.), individual differences in ability and aptitudes, interests should be kept in mind since the curriculum is ultimately meant for students.
Other learner characteristics that need to be considered are their maturity in thinking, tendency for hero-worship, search for their own roles, identity crisis, rationality in behaviour, mood-swings, systematization of problem-solving, narcissist tendencies and so on.
These characteristics in turn can determine their needs such as desire to read and enjoy romantic literature, clubs for different subjects, reading biographies and autobiographies of great men and women, co-curricular activities, independent activities, sympathy and understanding of elders, activity-oriented teaching-learning, need for regularity in work, uniformity and impartiality as well as fairness in rules and punishments, opportunity to learn to be a good leader as well as a good follower.
(c) Historical Foundations:
The past history of a country or region also influences the curriculum. Some examples of the historical basis of curriculum are as follows:
(a) The university education in India was initiated by the British and therefore, English is predominantly the medium of instruction till today in most parts of the country in higher education.
(b) The British wanted clerks from the local population for administrative duties of the routine type. Hence, they founded a system of education in India to prepare clerks. Today, after half a century of independence, we have, by and large, a system of education that produces clerks.
(c) From the days of the ancient Gurukul system, teachers are expected to perform their duties without any monetary expectations. Thus, even in today’s’ times of technological advances, teaching is not considered a profession in its true sense but a kind of ‘social service’ that the teachers are expected to perform.