Philosophy and Practices in the Curriculum

Freshman (College 1st year) ・Philosophy ・APA ・4 Sources

I've found evidence in both experience and study that supports direct connections between past curriculum philosophy and practices and current curriculum philosophy and practices.
According to Walsh (2016), the direct relationship between curriculum philosophy and past experience and curriculum philosophy and current practices cannot be stated directly, but it occurs in a number of ways. The same educational system is used to build and dictate skills to those who are studying. According to Polito (2007), the content learned within the course has not changed much, but has been structured differently in the current settings as opposed to how the curriculum philosophy and practice was undertaken in the previous years. In this regard, the methods have changed over time, and the change is directed towards improving the learning outcomes explored.
Ways that technology contributed to curriculum change in schools over the past twenty years (and today) vs schools in the past century
According to Khasawneh, Miqdadi, and Hijazi (2014), over the past twenty years, the advancement in technology has led to massive changes that have improved the learning process and hence provided better learning outcomes for the students. Considering the use of tools such as the Discussion Board that is currently widely used, it is evident that apart from ensuring discussions can be conducted at different locations, the application fosters continued learning process and engagement of students in the learning. The Curriculum for learning has also changed to incorporate the teaching of technology and related technological aspects for improved learning outcomes.
For the schools over the past century, the rate of technological advancement was slow as compared to the current standards. Despite the small rate of change, the technology had various effects on the curriculum but had no significant changes. Mossand Lee (2010) indicates that the technology at that time was not efficiently utilised in the curriculum and hence the impact of technology on the same is significantly small compared to the effect it has the curriculum developed within eh past 20 years.
What is your prediction of future change and how will it affect the curriculum?
It is important to note that, with the current rate of advancement in technology, the curriculum will change precisely due to this effect. It is worthwhile to note that the interactions of students will be through the online sites remotely. Moreover, instructions for students will be individualised, whereby the instructors will have the opportunity to interact with students from within their preferred location due to the online live classrooms.
The curriculum will shift towards the use of electronic books and deviate from the use of printed books that are not only heavy to carry but massive and contain large spaces when stored in the library. With mobile applications and websites, students will have the opportunity to utilise the online resources to read and submit their assignments online for improved outcomes. The use of such devices will assist in reducing the workload for the lectures since solutions will be pre-loaded for efficient corrective systems. These, among others, are some of the changes expected to affect the curriculum of studying over the next few years.


Khasawneh, O. M., Miqdadi, R. M., & Hijazi, A. Y. (2014). Implementing pragmatism and John Dewey's educational philosophy in Jordanian public schools. Journal of International Education Research, 10(1), 37. From
Moss, G., & Lee, C. J. (2010). A critical analysis of philosophies of education and INTASC standards in teacher preparation. The International Journal of Critical Pedagogy, 3(2), 25. From
Polito, E. G. (2007). Espoused curriculum and philosophy and curriculum and philosophy-in-use in a K-12 public charter school system. From
Walsh, T. (2016). 100 years of primary curriculum development and implementation in Ireland: a tale of a swinging pendulum. Irish Educational Studies, 35(1), 1-16. From

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