Analytical Study of Curriculum Theories Treatments of Its Elements

• Main Author: Muwafig F. AloRuweili
• Format: Article
• Language: Arabic
• Published: King Saud University 1990-06-01
• Series: Journal of Islamic Studies
• Subjects: Curriculum Theories
• Online Access: https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/7_10.pdf

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 cur- riculists. Generally. the problem appears when curriculists deal with curriculum issues or put forth cur- riculum 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 eugnitive, 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.