Izvorni znanstveni članak
https://doi.org/10.21857/y7v64tprpy
Curriculum-defined educational goal
Zvonimir Komar
orcid.org/0000-0003-4925-6595
; Odsjek za pedagogiju Filozofskog fakulteta Sveučilišta u Zagrebu, Zagreb, Hrvatska
Sažetak
Determining the goal of curriculum is the central issue of the philosophy of curriculum, since it sets its entire logic. This determination is not a technical issue only, but rather a step in the creation of the curriculum that carries deep theoretical implications not to be assumed, but explicitly explored. In our paper, we take a pedagogical perspective with the central question What is a human being? as a framework within which we investigate the philosophy of establishing the goal of curriculum. We start with the research of the so-called modernist goal-oriented curriculum and the historical-cultural conditions that establish it, observing it primarily through central theorists such as Bobbitt, Tyler, Bloom and Popham. On this track, we investigate the ideas of taxonomy, operationalization of educational goals, standardization of goals, and the problem of evaluation in the curriculum, which are all closely related to this curriculum philosophy. As one of the foundations of these ideas, the reduction of the concept of knowledge into the concept of competence is examined, as well as the problem of learning to learn, which becomes important in the context of the absence of an idea that may be set as the goal of education that would be valid in itself. Following these analyses, we discuss the problem of curriculum content and make a final attempt to establish – from the pedagogical angle – the goal of the curriculum, which is based on the idea of human being as self-production, and has, within the framework of curriculum theories, the character of a synthesis of curriculum approaches focused on content and process.
Ključne riječi
goal; curriculum; pedagogy; process; content
Hrčak ID:
343049
URI
Datum izdavanja:
30.12.2025.
Posjeta: 416 *