Curricular Schools: An In-Depth Analysis of Academic, Humanistic, Technological, and Reconstructionist Approaches

July 24th, 2024

By Hector Navedo, Ed. D.

8-minute read

Curriculum design is a critical aspect of educational planning and implementation, shaped by different philosophical perspectives that cater to diverse educational needs. Four significant curricular schools—Academic, Humanistic, Technological, and Reconstructionist—offer unique approaches to curriculum development. This article explores these curricular schools, examining their core principles, significance, and practical applications for educational leaders.

Academic Approach

The Academic approach to curriculum design, also known as the subject-centered approach, focuses on mastering academic disciplines. The classical education model emphasizes a structured curriculum prioritizing the rigorous study of mathematics, science, literature, and history (Glatthorn et al., 2016). The goal is to develop students' intellectual abilities and prepare them for higher education and professional careers.

For educational leaders, the Academic approach provides a framework for creating curricula emphasizing depth of knowledge and disciplinary expertise. Leaders can implement programs that promote critical thinking, analytical skills, and a comprehensive understanding of the subject matter. By focusing on academic excellence, leaders can ensure that students are well-prepared for the challenges of higher education and competitive job markets (Ornstein & Hunkins, 2018).

However, the academic approach is sometimes criticized for needing to be more flexible and accommodating to all students' diverse interests and needs. Critics argue that overemphasizing traditional academic subjects can neglect the development of practical skills and personal growth (Kohn, 2000).

Humanistic Approach

The Humanistic approach to curriculum design emphasizes the development of the whole person, focusing on students' emotional, social, and psychological growth. Influenced by educational theorists like Carl Rogers and Abraham Maslow, this approach advocates for a learner-centered curriculum that fosters self-actualization and personal fulfillment (Rogers, 1969; Maslow, 1970). The goal is to create a supportive and nurturing educational environment that addresses students' needs and interests.

Educational leaders adopting the Humanistic approach can design curricula prioritizing personal development and well-being. This approach encourages experiential learning, creative expression, and collaborative activities that help students build self-awareness, empathy, and interpersonal skills. By fostering a positive and inclusive school culture, leaders can support students' development and enhance their motivation and engagement (Noddings, 2005).

However, the Humanistic approach is sometimes criticized for its perceived lack of academic rigor and structure. Critics argue that focusing too much on personal growth can result in insufficient attention to essential academic skills and knowledge (Ravitch, 2010).

Technological Approach

The Technological approach to curriculum design integrates advances in technology and science into the educational process. This approach emphasizes using technological tools and digital resources to enhance learning and prepare students for the demands of the 21st-century workforce (Earle, 2002). It advocates for a curriculum incorporating STEM (Science et al.) education, digital literacy, and information technology skills.

For educational leaders, the Technological approach provides a framework for creating innovative and future-oriented curricula. Leaders can implement programs that leverage digital tools and resources to facilitate interactive and personalized learning experiences. By integrating technology into the curriculum, leaders can help students develop critical skills such as problem-solving, creativity, and adaptability (Roblyer & Doering, 2013).

However, the Technological approach faces criticism for potentially widening the digital divide and over-reliance on technology. Critics argue that not all students have equal access to technological resources, and an excessive focus on technology can undermine traditional learning methods and interpersonal skills (Selwyn, 2016).

Reconstructionist Approach

The Reconstructionist approach to curriculum design is rooted in the belief that education should be a tool for social change and address social injustices. Inspired by educational theorists like George Counts and Theodore Brameld, this approach emphasizes curricula that critically examine societal structures and promote social responsibility and activism (Counts, 1932; Brameld, 1950). The goal is to empower students to become change agents and work towards a more equitable and democratic society.

Educational leaders who embrace the Reconstructionist approach can design curricula that integrate social justice issues and encourage critical thinking about social, political, and economic systems. By fostering a sense of social responsibility and activism, leaders can help students develop the skills and commitment needed to address contemporary challenges and contribute to positive societal change (Giroux, 1988).

Despite its strengths, the Reconstructionist approach is sometimes criticized for being overly idealistic and politically charged. Critics argue that this philosophy can emphasize social issues at the expense of academic rigor and may alienate students or educators with differing viewpoints (Eisner, 1979).

The Importance of Integrating Curricular Approaches in Educational Leadership

Understanding and integrating these curricular schools allows educational leaders to create a balanced and holistic educational environment. Each approach offers unique insights and methods that address diverse educational needs and goals, enabling leaders to tailor their approaches to specific contexts and student populations.

1. Academic: By incorporating Academic principles, leaders can emphasize the importance of disciplinary knowledge and intellectual development, preparing students for higher education and professional success.
2. Humanistic: The Humanistic approach supports the development of the whole person, promoting emotional and social growth alongside academic achievement.
3. Technological: Integrating technological principles helps leaders create innovative curricula that prepare students for the demands of the modern workforce and foster digital literacy.
4. Reconstructionist: The approach emphasizes social responsibility and activism, empowering students to become change agents and contribute to a more just society.

In conclusion, integrating Academic, Humanistic, Technological, and Reconstructionist approaches into educational leadership practices offers a comprehensive framework for fostering students' intellectual, ethical, and personal development. By drawing on these curricular schools, educational leaders can create enriching and transformative learning experiences that prepare students for the complexities of modern life.

References

Brameld, T. (1950). Education for the Emerging Age: Newer Ends and Stronger Means. Harper & Brothers.

Counts, G. S. (1932). Dare the School Builds a New Social Order? John Day Company.

Earle, R. S. (2002). The Integration of Instructional Technology into Public Education: Promises and Challenges. Educational Technology, 42(1), 5–13.

Eisner, E. W. (1979). The Educational Imagination: On the Design and Evaluation of School Programs. Macmillan.

Giroux, H. A. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Bergin & Garvey.

Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2016). Curriculum Leadership: Strategies for Development and Implementation. SAGE Publications.

Kohn, A. (2000). The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards." Houghton Mifflin Harcourt.

Maslow, A. H. (1970). Motivation and Personality. Harper & Row.

Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education. Teachers College Press.

Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, Principles, and Issues. Pearson.

Ravitch, D. (2010). The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books.

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching. Pearson.

Rogers, C. R. (1969). Freedom to Learn. Charles Merrill.

Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury Academic.