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Here you will get complete information on 'Knowledge and Curriculum'. Here are some important points that you should look for.
  1. Introduction
  2. Objectives
  3. Foundation of Education
  4. Genesis of Education
  5. Types of Education
  6. Nature of Curriculum
  7. Nature of Curriculum
  8. Scope of Curriculum
  9. Importance of Curriculum
  10. Conclusion
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Understanding Knowledge and Curriculum

Knowledge is habitually defined as a belief that is true and justified. The philosopher Plato famously defined knowledge as "justified true belief". 

On the other hand, knowledge is a familiarity, awareness or understanding of someone or something, such as facts, information, descriptions, or skills, which acquired through experiences or education by perceiving, discovering, or learning.

Considering all the above that are worthy of knowing. 

A term widely used by teachers, educators and policymakers is a concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. 

Concept of knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses. 

Importance of Knowledge

Knowledge is not the truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. 

The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA, etc,. Much of what we knew is not observed knowledge. 

They are known through their effects, properties, and characteristics. It is at the stage of inference that the employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. 

Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. 

This knowledge helps philosophy to interpret, guide, monitor, and validate the educational process at every stage.



Types of Knowledge

  • Personal Knowledge
  • Procedural Knowledge
  • Prepositional Knowledge
Curriculum

There is available a multiplicity of concepts of curriculum since educationists give their own different interpretations of the content and functions of the curriculum. Let us discuss three such concepts by three different thinkers, which represent three major contributions to the body of knowledge on curriculum

Meaning of Curriculum


Etymologically, the term curriculum is derived from the Latin word “currere” which means run or run-way or a running course. Thus curriculum means a course to be run for reaching a certain goal. Arthur J. Lewis and Mid Alice (1972) defined the curriculum as “a set of intentions about opportunities for engagement of persons to be educated with other persons and with things (all bearers of information process, techniques, and values) in certain arrangements of time and space.”


A curriculum means, the total situation (all situations) selected and organized by the institution and made available to the teacher to operate and to translate the ultimate aim of education into reality.


In the words of Cunningham, a curriculum is a tool in the hands of the artist (the teacher) to mold his material (the pupil) according to his ideal (objective) in his studio (the school). The material is a highly self-active, self-determining human being who reacts and responds consciously.

Nature of Curriculum

  • Curriculum as Plan
  • Curriculum as an Experience
  • Curriculum as Subject Matter
  • Curriculum as objectives
  • Curriculum as a System
  • Curriculum as a field of study
Scope of Curriculum

Many people still equate a curriculum with a syllabus. A UNESCO publication entitled Preparing Text Book Manuscripts “(1970)” has differentiated between the curriculum and syllabus. 

The curriculum sets out the subjects to be studied, their order and sequence and so ensure some balance between humanities and science and consistency in the study of subjects, thus facilitating inter subject links.

 It follows that the curriculum determines the number of school times allotted to each subject, the aim of teaching each subject, the place of the motor skills which take time to acquire and possibly, the variations between rural and urban school teaching. 
Knowledge and Curriculum Notes
The curriculum in the schools of developing countries are often directly related to the requirements for developments.

Difference Between Curriculum and Syllabus



CURRICULUM
SYLLABUS


The curriculum is based on the
Syllabus does not take into account
philosophy, goals and values of

education.
these factors.



Curriculum refers to all the

educational activities of the school in
Syllabus refers to a list of

the widest possible sense
unelaborated headings or book let



The curriculum is the sum total of school

subjects, learning experiences and
It is basically concerned with school

activities.
subjects



There is prescribed co-curricular and
No prescribed co-curricular and
extra – curricular activities in the
extra-curricular activities in the form
curriculum.
of syllabus.


The curriculum includes not only indoor
The syllabus is concerned with activities
activities but also out-door activities
mostly undertaken in the classroom
of the school
(in-door activities)


The curriculum has a countless role to
The syllabus has a limited role to
play and it is considered as a plan, an

experience, a subject matter or content
play and has less significance in the

and as a field map.
educational world.



It is an inclusive concept. It includes
It is a part of a curriculum.
syllabus also.



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