Title, The Curriculum American education: its men, ideas, and institutions. Series II · The Houghton Mifflin Professional Library for Teachers and Students of. Donor challenge: Your generous donation will be matched 2-to-1 right now. Your $5 becomes $15! Dear Internet Archive Supporter,. I ask only. CURRICULUM THEORISTS: FRANKLIN BOBBITT 1 CURRICULUM THEORISTS : FRANKLIN BOBBITT Franklin Bobbitt and Ralph Tyler have been considered.

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History of Western Philosophy. In other words the curriculum itself would be a more representative guide for that particular student. As part of his university duties Bobbitt periodically undertook surveys of local school systems in which he assessed the districts’ operations, curriculkm the adequacy of their curricula.

John Franklin Bobbitt – – New York: This page was last edited on 14 Octoberat Its underlying foundation presumes that the cogs of the school machinery operate efficiently and effortlessly without any breakdown in reaching its goals and objectives in creating the school curriculum.

The Curriculum

Sign in to use this feature. In this work Bobbitt emphasizes three core concepts that were indicative of a well- designed curriculum plan: Education was according to Bobbitt primarily a preparation for adulthood and not for childhood or youth. Page – My mind seems to have become a kind of machine for grinding general laws out of large collections of facts He felt it would be better to have schools open on Saturdays, Sundays and even in summer.

In this study Bobbitt found the curriculum existing at that time as incomplete. After receiving his doctorate at Clark University inhe joined the durriculum of the University of Chicago, where he remained until his retirement in As a result his obsessiveness with the intricacies associated with the merging of the scientific method and curriculum design led him away from other conceptual difficulties inherent in the dynamics of the classroom.

Page – But now for many years Frank,in cannot endure to read a line of poetry. Sign in Create an account.

John Franklin Bobbitt – Wikipedia

Enter the email address you signed up with and we’ll email you a reset link. Besides a change in the content of the curriculum, Bobbitt was also calling for the elimination of conventional school subjects. He went to the Philippines as part of a member of a committee sent to draw up an elementary school curriculum for the islands. I have also almost lost my taste currichlum pictures or music. So far, war has been the only force that can discipline a whole community, and until an equivalent discipline is organized, I believe that war must have its way.


Bobbitt felt that the larger the scope of the curriculum, the less useful it would be in a school or particular franklon Bobbitt, David Gordon – – Journal yhe Moral Education 10 1: Ultimately, having a standardized curriculum allows for equal opportunity for all of the students.

Franklin Bobbitt – Curriculum Theory and Issues

The military ideals of hardihood and discipline would be wrought into the growing fibre of the people The procedures for curriculum planning, which Bobbitt referred to as job analysis, were adapted from Taylor’s work and began with the identification of the specific activities that adults undertook in fulfilling their various occupational, citizenship, family, and other social roles. He felt that the curriculum was a way to prepare students for their future roles in the new industrial society.

Its value lay in the preparation it offered children for their lives as adults. Mcgraw-Hill Book Company Page – If now — and this is my idea — there were, instead of military conscription a conscription of the whole youthful population to form for a certain number of years a part of the army enlisted against Nature, the injustice would tend to be evened out, and numerous other goods to the commonwealth would follow. Such an education, he maintained, would provide students with the large group consciousness necessary for them to act together for the common good.

This time they drew up a plan with a variety of things to help the people gain health, make a living, and enjoy self-realization. Taylor insisted the scientific management system he had developed was intended to guide those in the industry towards a firm control of their factories division of labor with an eye towards mass production, effectiveness, and efficiency Taylor, Media Education in Hong Kong Schools: Remember me on this computer.

A National Curriculum for Wales: He preferred subjects that were themselves areas of living, such as citizenship and leisure p The ideas at this time resonated with the idea that the curriculum that reaches the learner the most efficiently and had the most lasting effect was a well-designed curriculum.


The schools, for these individuals, were a key institution in dealing with the disruptions and dislocations in American life that they associated with the nation’s late-nineteenth-and early-twentieth-century transformation into an urban, industrial society. Monthly downloads Sorry, there are not enough data points to plot this teh.

It was initially created as an instructional manual for teacher training in curriculum theory and design. His work lent credence to efforts to vocationalize the curriculum, and provided legitimacy to what has become one of the most questionable features of the modern school curriculum, the practices of tracking and ability grouping. The third step was to form the objective from the abilities needed to perform the activities.

Even the evidentialists of this period like Fraklin Maynard Hut believed that his methodology was unsound. Bobbitt felt that the curriculum has to adapt to the needs of an individual and to the needs of the new industrial society, people should not be taught what they would never use.

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Education was not important in its own right for Bobbitt. Instead it was the fact that he overlooked the psychological character of man. It assumes that we shall choose such bodies of experience as will framklin to the growth of an individual child. There seems to be but one method and that is, to think and feel and ACT with the group as a part of it as it performs its activities and strives to attain its ends.

It is not directly concerned with improving society. Individuals are fused into coherent small groups, discordant small groups are fused into the large internally-cooperating group, when they act together for common ends, with common vision and with united judgement p.