Philosophies of Education, Knowledge and Curriculum & Instruction

Adan Hussein

doi:doi:10.11648/j.ajad.20210603.11

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Philosophies of Education, Knowledge and Curriculum & Instruction

Adan Hussein

Published in American Journal of Art and Design (Volume 6, Issue 3)

Received: 22 April 2021 Accepted: 10 June 2021 Published: 7 July 2021

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Abstract

Education is viewed as a mean for economic growth and development within which nations are allotted a substantial chunk of their annual revenue for having skilled work force, but this is not well materialized specially in the third world countries due to considerable human vulnerabilities and under investment in the sector that also crippled the productivity and labor competent, to achieve positive state objective of education in consideration to economic and social prosperity, effective curriculum need to be in place to empower people’s horizon of understanding themselves and their world at large, increase creativity, technological advancement, entrepreneurship, income distribution and economic and social transformation. However, such a curriculum is primarily influenced by varieties of inescapable competing ends such as philosophical and epistemological views, political and economic environments, content knowledge and curriculum expectation as well as quality of educational inputs and facilities. Therefore, this is a conceptual analysis on philosophy of education and curriculum, knowledge and its process of knowing as well as curriculum and instruction with the main purpose of exposing the interplay between knowledge, philosophy and curriculum in education, the paper had qualitatively reviewed the existing body of literature relevant to these terminologies precisely and finally concluded to a general umbrella of understanding these three vernacular as significantly intertwined and a joint phenomenon in the overall education scenario.

Published in	American Journal of Art and Design (Volume 6, Issue 3)
DOI	10.11648/j.ajad.20210603.11
Page(s)	60-65
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Philosophy of Education, Knowledge, Curriculum

References

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[2]	Agarwal, J. S., (2002). Philosophical and Sociological Perspectives on Education. Shipra publications, Delhi.
[3]	Dewey, Joh. (1966). the Child and the Curriculum, the School and Society, Phoenix, USA. Ornstein, C and Hunkins, P, (1988), Curriculum Foundations, Principles and Issues. London, Prentice Hall International Ltd. U.K.
[4]	Galen Saylor and William M Alexander, (1974). Planning Curriculum. New York: Holk, Rinehart and Winston, Inc.
[5]	Hewitt, T. H. (2006). Understanding and shaping curriculum: What we teach and why. California: SAGE Publications.
[6]	Kelly, A. V. (2009). The curriculum: Theory and practice (6th edition). London: SAGE Publications.
[7]	Kelly, A. V., (2009). The Curriculum – Theory and Practice. Chapman Sage Publication, New Delhi.
[8]	McKernan, J. (2008). Curriculum and imagination: Process, theory, pedagogy, and actionresearch. New York: Routledge.
[9]	Noah Lemos, 2017. An Introduction to the Theory of Knowledge, Cambridge, Cambridge University Press, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge.
[10]	Oliva, P. F. (2009). Developing the curriculum. Boston: Allyn and Bacon.
[11]	Pinar, W. F. (2004). What is curriculum theory?. New Jersey: Lawrence Erlbaum Associates.
[12]	Reigeluth, C. M. (1999). Instructional- design theories and models: A new paradigm of instructional theory. New York: Rouledge.
[13]	Retrieved, from https://r.search.yahoo.com/_ylt=AwrJ7FmfsENgR6AAg05XNyoA;_ylu=Y29sbwNiZjEcG9zAzQEdnRpZAMEc2VjA3Ny/RV=2/RE=1615077663/RO=10/RU= https%3a%2f%2fimact.chartered.college%2farticle%2fknowledge-and-ways-ofknowing%2f/RK=2/RS=P3CjvpH72UTAXvEeyZkx3s2O92k-.
[14]	Ross, E. W. (2006). Curriculum: Purposes, problems and possibilities. Albany: State University of New York Press.
[15]	Taba Hilda., (1962). Curriculum: Theory and Practice. Harcourt, Brace, New York.
[16]	Toombs, W. E. & Tierney, W. G. (1993). Curriculum definitions and reference points. Journal of Curriculum and Supervision, 8 (3), 175- 195.
[17]	Year, B. E. I. I. (2016). Hand book, knowledge and curriculum.
[18]	Abhishek 2017 Knowing “Knowledge” And “To Know”: An Overview Of Concepts, Vol. 5 No. 11 (2017): Volume 5 Issue 11 - November, 2017.
[19]	Carter V Good, (1959) Dictionary of Education. New York: Mc. Graw Hill Book Company.
[20]	Johnson (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning, Volume: 38 issue: 5, page(s): 365-379.

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APA Style

Adan Hussein. (2021). Philosophies of Education, Knowledge and Curriculum & Instruction. American Journal of Art and Design, 6(3), 60-65. https://doi.org/10.11648/j.ajad.20210603.11

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ACS Style

Adan Hussein. Philosophies of Education, Knowledge and Curriculum & Instruction. Am. J. Art Des. 2021, 6(3), 60-65. doi: 10.11648/j.ajad.20210603.11

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AMA Style

Adan Hussein. Philosophies of Education, Knowledge and Curriculum & Instruction. Am J Art Des. 2021;6(3):60-65. doi: 10.11648/j.ajad.20210603.11

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@article{10.11648/j.ajad.20210603.11,
  author = {Adan Hussein},
  title = {Philosophies of Education, Knowledge and Curriculum & Instruction},
  journal = {American Journal of Art and Design},
  volume = {6},
  number = {3},
  pages = {60-65},
  doi = {10.11648/j.ajad.20210603.11},
  url = {https://doi.org/10.11648/j.ajad.20210603.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20210603.11},
  abstract = {Education is viewed as a mean for economic growth and development within which nations are allotted a substantial chunk of their annual revenue for having skilled work force, but this is not well materialized specially in the third world countries due to considerable human vulnerabilities and under investment in the sector that also crippled the productivity and labor competent, to achieve positive state objective of education in consideration to economic and social prosperity, effective curriculum need to be in place to empower people’s horizon of understanding themselves and their world at large, increase creativity, technological advancement, entrepreneurship, income distribution and economic and social transformation. However, such a curriculum is primarily influenced by varieties of inescapable competing ends such as philosophical and epistemological views, political and economic environments, content knowledge and curriculum expectation as well as quality of educational inputs and facilities. Therefore, this is a conceptual analysis on philosophy of education and curriculum, knowledge and its process of knowing as well as curriculum and instruction with the main purpose of exposing the interplay between knowledge, philosophy and curriculum in education, the paper had qualitatively reviewed the existing body of literature relevant to these terminologies precisely and finally concluded to a general umbrella of understanding these three vernacular as significantly intertwined and a joint phenomenon in the overall education scenario.},
 year = {2021}
}

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TY  - JOUR
T1  - Philosophies of Education, Knowledge and Curriculum & Instruction
AU  - Adan Hussein
Y1  - 2021/07/07
PY  - 2021
N1  - https://doi.org/10.11648/j.ajad.20210603.11
DO  - 10.11648/j.ajad.20210603.11
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 60
EP  - 65
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20210603.11
AB  - Education is viewed as a mean for economic growth and development within which nations are allotted a substantial chunk of their annual revenue for having skilled work force, but this is not well materialized specially in the third world countries due to considerable human vulnerabilities and under investment in the sector that also crippled the productivity and labor competent, to achieve positive state objective of education in consideration to economic and social prosperity, effective curriculum need to be in place to empower people’s horizon of understanding themselves and their world at large, increase creativity, technological advancement, entrepreneurship, income distribution and economic and social transformation. However, such a curriculum is primarily influenced by varieties of inescapable competing ends such as philosophical and epistemological views, political and economic environments, content knowledge and curriculum expectation as well as quality of educational inputs and facilities. Therefore, this is a conceptual analysis on philosophy of education and curriculum, knowledge and its process of knowing as well as curriculum and instruction with the main purpose of exposing the interplay between knowledge, philosophy and curriculum in education, the paper had qualitatively reviewed the existing body of literature relevant to these terminologies precisely and finally concluded to a general umbrella of understanding these three vernacular as significantly intertwined and a joint phenomenon in the overall education scenario.
VL  - 6
IS  - 3
ER  -

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Author Information

Adan Hussein

Department of Educational Planning and Management, Faculty of Education and Behavioural Studies, Jig-jiga University, Jig-jiga, Ethiopia

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APA Style

Adan Hussein. (2021). Philosophies of Education, Knowledge and Curriculum & Instruction. American Journal of Art and Design, 6(3), 60-65. https://doi.org/10.11648/j.ajad.20210603.11

Copy | Download

ACS Style

Adan Hussein. Philosophies of Education, Knowledge and Curriculum & Instruction. Am. J. Art Des. 2021, 6(3), 60-65. doi: 10.11648/j.ajad.20210603.11

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AMA Style

Adan Hussein. Philosophies of Education, Knowledge and Curriculum & Instruction. Am J Art Des. 2021;6(3):60-65. doi: 10.11648/j.ajad.20210603.11

Copy | Download

@article{10.11648/j.ajad.20210603.11,
  author = {Adan Hussein},
  title = {Philosophies of Education, Knowledge and Curriculum & Instruction},
  journal = {American Journal of Art and Design},
  volume = {6},
  number = {3},
  pages = {60-65},
  doi = {10.11648/j.ajad.20210603.11},
  url = {https://doi.org/10.11648/j.ajad.20210603.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20210603.11},
  abstract = {Education is viewed as a mean for economic growth and development within which nations are allotted a substantial chunk of their annual revenue for having skilled work force, but this is not well materialized specially in the third world countries due to considerable human vulnerabilities and under investment in the sector that also crippled the productivity and labor competent, to achieve positive state objective of education in consideration to economic and social prosperity, effective curriculum need to be in place to empower people’s horizon of understanding themselves and their world at large, increase creativity, technological advancement, entrepreneurship, income distribution and economic and social transformation. However, such a curriculum is primarily influenced by varieties of inescapable competing ends such as philosophical and epistemological views, political and economic environments, content knowledge and curriculum expectation as well as quality of educational inputs and facilities. Therefore, this is a conceptual analysis on philosophy of education and curriculum, knowledge and its process of knowing as well as curriculum and instruction with the main purpose of exposing the interplay between knowledge, philosophy and curriculum in education, the paper had qualitatively reviewed the existing body of literature relevant to these terminologies precisely and finally concluded to a general umbrella of understanding these three vernacular as significantly intertwined and a joint phenomenon in the overall education scenario.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Philosophies of Education, Knowledge and Curriculum & Instruction
AU  - Adan Hussein
Y1  - 2021/07/07
PY  - 2021
N1  - https://doi.org/10.11648/j.ajad.20210603.11
DO  - 10.11648/j.ajad.20210603.11
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 60
EP  - 65
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20210603.11
AB  - Education is viewed as a mean for economic growth and development within which nations are allotted a substantial chunk of their annual revenue for having skilled work force, but this is not well materialized specially in the third world countries due to considerable human vulnerabilities and under investment in the sector that also crippled the productivity and labor competent, to achieve positive state objective of education in consideration to economic and social prosperity, effective curriculum need to be in place to empower people’s horizon of understanding themselves and their world at large, increase creativity, technological advancement, entrepreneurship, income distribution and economic and social transformation. However, such a curriculum is primarily influenced by varieties of inescapable competing ends such as philosophical and epistemological views, political and economic environments, content knowledge and curriculum expectation as well as quality of educational inputs and facilities. Therefore, this is a conceptual analysis on philosophy of education and curriculum, knowledge and its process of knowing as well as curriculum and instruction with the main purpose of exposing the interplay between knowledge, philosophy and curriculum in education, the paper had qualitatively reviewed the existing body of literature relevant to these terminologies precisely and finally concluded to a general umbrella of understanding these three vernacular as significantly intertwined and a joint phenomenon in the overall education scenario.
VL  - 6
IS  - 3
ER  -

Copy | Download