Journal of Educational Sciences > Volume 2, No. 2, 1990

Analytical Study of Curriculum Theories Treatments of Its Elements / Muwafig F. Al-Ruweili

The aim of this paper is to help in solving the communication problem among curriculists. The problem exists for many reasons, of which the most important is the varying theoretical positions of curriculists. Generally. the problem appears when curriculists deal with curriculum issues or put forth curriculum proposals. Usually, they tend to select the position which serves their purpose without relying on a certain curriculum theory. Consequently, their arguments lack consistency and clarity, especially as regards curriculum elements. This paper describes how curriculum theories treat the curriculum elements. The theories considered in the study are: the academic, the cognitive, the social, the humanist. and the Islamic. The curriculum elements treated are: the learner, the goal, the content, the learning experiences and the evaluation. There are differences in the way curriculum theories treat curriculum elements. Knowing these differences will help curriculists to have a clear vision and be more consistent in their work. These factors will lead to a better communication, and thus will help solve a disabling problem curriculists often face.