As I was exploring the relationships between the conceptions of curriculum, their philosophical foundations and curricular designs, I was forming this interconnected web of ideas. In the visual representation, blue represents conceptions of curriculum, purple represents philosophies, and green represents curricular designs. Pink areas represent the teacher's role. You may download a larger PDF version here.
Please provide any feedback you have.
Sources:
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37 (Master’s Thesis).
Brown, G. T. L. (2006). Conceptions of curriculum: A framework for understanding New Zealand’s Curriculum Framework and teachers’ opinions. Curriculum Matters, 2, 164-181.
Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.
McNeil, J. D. (2009). Contemporary curriculum in thought and action (7th ed.). Hoboken, NJ: John Wiley. Pages 1, 3-14, 27-39, 52-60, 71-74.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173.
Pratt, D. (1994). Curriculum perspectives. In D. Pratt, Curriculum planning: A handbook for professionals (pp. 8-22). Fort Worth, TX: Harcourt Brace College Publisher.
Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 37-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.
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