1. 3 Main Ideas on the Purpose of Education
1.1. Rousseau's Developmental
1.2. Plato's Academic
1.3. Socialization
2. Curriculum
2.1. Curriculum Conceptions
2.1.1. Academic
2.1.2. Cognitive Processes
2.1.3. Technology
2.1.4. Social Reconstruction
2.1.4.1. Adaptive
2.1.4.2. Reformist
2.1.5. Self-Actualization/Humanist
2.1.6. Personal Success and Commitment to Learning
2.2. Curriculum Philosophies
2.2.1. Contemporary
2.2.1.1. Progressiveness
2.2.1.2. Reconstructionism
2.2.2. Traditional
2.2.2.1. Perennialism
2.2.2.2. Essentialism
2.3. Curriculum Design
2.3.1. Sources
2.3.1.1. Science
2.3.1.2. Society
2.3.1.3. Moral Doctrine
2.3.1.3.1. Divine Will
2.3.1.3.2. Eternal Truths
2.3.1.4. Knowledge
2.3.1.5. The Learner
2.3.2. Design Dimensions
2.3.2.1. Organizational Dimensions
2.3.2.1.1. Vertical
2.3.2.1.2. Horizontal
2.3.2.2. Balance
2.3.3. Representative Curriculum Design
2.3.3.1. Subject- Centered/Subject Matter
2.3.3.1.1. Subject Design/Simple Subject Design
2.3.3.1.2. Discipline Design
2.3.3.1.3. Broad-Fields Design
2.3.3.1.4. Correlation Design/Correlated Subjects
2.3.3.1.5. Process Designs
2.3.3.1.6. Thematic Instruction
2.3.3.1.7. Interdisciplinary Integrated Design
2.3.3.2. Learner-Centered/ Learner -Based
2.3.3.2.1. Child-Centered Design
2.3.3.2.2. Experience-Centered Design
2.3.3.2.3. Humanistic
2.3.3.2.4. Romantic (Radical) Design
2.3.3.2.5. Organic Curriculum
2.3.3.2.6. Developmental Curriculum
2.3.3.3. Problem-Centered/Society and Culture Based
2.3.3.3.1. Life-Situations Design
2.3.3.3.2. Reconstructionist Design
2.3.3.4. Other Designs
2.3.3.4.1. Technology as Curriculum
2.3.3.4.2. School-to-work Curriculum
2.3.3.4.3. Core Curriculum