Biblical Worldview and Curriculum DevelopmeLiberty UniversityBIBLICAL FOUNDATIONBiblical WorldviewA personal worldview is a set of beliefs that are used to understand the world around us. Everyone is considered to have a worldview. They are a set of principles by which right or wrong are judged.
We behave according to what we believe. We interpret reality by the basis of our worldview. Our moral opinion is shaped by our worldview.
Generally speaking, people have different worldviews and opinions about God, man, and life.The goal of a worldview curriculum is to present a framework for biblical truth and values as an integral part of the curriculum, and have assignments that are designed to help students think from a biblical perspective. Christianity must find a respectful place across the whole curriculum as school work to promote moral, cultural and social development of all young people.
Beliefs about the role of the TeacherA Christian teacher who views life and learning through God’s eyes will view every student as being created in God’s image. Christian teachers understand that everything they do is for the profit of the child. Curriculum for excellence is an educational setting that supports children in ways that maximizes their full potential. Teachers are the key to being successful in curriculum excellence. Their enthusiasm and commitment is important for children achieving quality learning in the classroom.
Because of this, the teacher’s role in the development of the curriculum is critical to the success of school programs. Teachers have the opportunity to plan motivating activities for children that enables them to capitalize on their learning. The activities should be designed to enhance student’s skills through a sense of experiences and outcomes. BIBLICAL FOUNDATIONA teacher’s approach to teaching should focus on providing appropriatestages of development for every student. The main aim is to develop a curriculum of excellence.
When developing a school curriculum, the teacher’s role is to build a special individual relationship with all their students in a way that is based on Christian love and mutual respect for one another. The teacher must know his/her role in recognizing students different learning styles and adapt methods of teaching for students that will allow opportunities of potential growth. In the process of school curriculums development, teachers bear a great responsibility of understanding all possible factors that may influence the development of biblical worldview. Teachers should base the curriculum on subjects derived from a biblical perspective. They should ensure truth to the school curriculum, and provide satisfaction to the needs of every student.
Beliefs about the role of the LearnerThe learner is the most important reason for development of the curriculum. The teacher’s main concern for the teaching process is to help the learner. Each individual learner contributes to the curriculum by interacting to the developed learning activities.
With the help of the learner, the school curriculum becomes implemented, because a developed curriculum only remains inactive if it is not implemented. Students should be heavily involved in the curriculum development process so they are allowed the opportunity to shape their learning and help aid their educational process. Learners can provide independent opportunities for themselves so that they are in charge of their own learning. It is no longer just the teacher’s role to develop school curriculum, but to facilitate their areas of expertise. Therefore, in order for learners to flourish, they need curriculum that is progressive and focuses only on the learner.
BIBLICAL FOUNDATIONBeliefs about the role of SocietyProfessional Organizations are sometimes asked to contribute to the school curriculum review simply because their voice is heard in licensure examination and curriculum enhancement. Additionally, community member’s role in school curriculum is equally important. They can provide materials in the community to substitute for what could be needed to implement the school curriculum. Respected community members are often included in schoolboards and serve as resources that can provide knowledge in school curriculum, because guidance and support is needed for effective consultation between school administration and others in a school’s community. (Ramsey et al., 1990, p.899) Beliefs about the role of the ParentsParents are important components in the development of curriculum. They play a vital role in determining the school’s purpose.
Teachers are also part responsible for the determination of the school’s objectives. Therefore, school curriculum leadership may be found at several levels within the educational setting. Sparks and Hirsh (1997) pointed out the many important people that are participants in the educational setting that develop leadership roles in the school curriculum. Typically, teachers develop curriculum a unit at a time, but whenever curriculum is developed as a team, it involves a mixture of things that can make or break the attempted effort, (Spark and Hirsh, 1997). Therefore, curriculum developers need to fully define curriculum development before the process is completely carried out.BIBLICAL FOUNDATIONAn Effective School CurriculumAccording to Beauchamp 1968, p.108, a curriculum system functions for three reasons: to produce a curriculum, to implement the curriculum, and to appraise the effectiveness of the curriculum and its system.
Communication is one of the most important things when working with the phases of curriculum development. The school principal should support open communication. He should recognize his staff member’s abilities and makes them aware of important resources. The principal must remain available whenever needed. Furthermore, the principal must develop an active role in every stage of the curriculum implementation process.An effective school curriculum is the responsibility of all members of society. A democratic society can present ideas to individuals who are concerned with our society’s future. Individuals who understand how important a school curriculum’s implementation is will involve themselves in the determination process of school curriculum.
They will take a special part in the dialogue that helps with the purpose and procedures of theeducational process. Beliefs about the role of the ChurchReligion must be seriously considered in the school curriculum. Teachers should model their values and morals while fulfilling their duties as a teacher. However, when the teacher includes religion in the curriculum, he or she should not take sides concerning religion.
Teachers should remain neutral when dealing with religion in the school curriculum. The correct way to approach religion in the classroom is to remain objective, neutral, balanced and most importantly, fair. BIBLICAL FOUNDATIONGovernment in Curriculum DevelopmentThe government’s part in the school curriculum is represented by the Department of Education (Dep Ed) basically for the education curricular, the Commission on Higher Education (CHED) which represents the graduate education, and the Professional Regulations Commission (PRC). ConclusionSchool curriculum development is a continuous process. To ensure a successful outcome for school curriculum there has to be great resources available, public commitment, professional feedback, and implementation planning. All stakeholders of the school should be included in the curriculum development process and they all should have the opportunity to voice their view on what kind of student we should have.BIBLICAL FOUNDATIONReferencesBetts, G.
(2004). Fostering Autonomous Learners Through Levels of Differentiation. RoeperReview, 26(4), 190-191.Henchey, N. (2007). THE STATE AND THE CURRICULUM: QUESTIONS AND OPTIONSFOR QUEBEC.
McGill Journal of Education, 42(3), 443-455.Johansson, G. (2009). Parental involvement in the development of a culture-based schoolcurriculum. Intercultural Education, 20(4), 311-319.
doi: 10. 1080/146675980903351946 Woodward, L.E. (1951). What Is the Role of Parents, the School, the Church, and Community?Agencies? Education, 72(3), 163-170.