LANDASAN FILOSOFI KURIKULUM 2013

CURRICULUM IS A PRODUCT OF ITS TIME. . . CURRICULUM RESPONDS TO AND IS CHANGED BY SOCIAL FORCES, PHILOSOPHICAL POSITIONS, PSYCHOLOGICAL PRINCIPLES, ACCUMULATING KNOWLEDGE, AND EDUCATIONAL LEADERSHIP AT ITS MOMENT IN HISTORY
(OLIVA ,1992:29)

FILSAFAT DAN KURIKULUM

  • PHILOSOPHY LIES AT THE HEART OF EDUCATIONAL ENDEAVOR. THIS IS PERHAPS MORE EVIDENT IN CURRICULUM DOMAIN THAN IN ANY OTHER, FOR CURRICULUM IS A RESPONSE TO THE QUESTION OF HOW TO LIVE A GOOD LIFE. . . . JOHN DEWEY (1916) SUPPORTED THIS EMPHASIS WHEN HE SUGGESTED THAT EDUCATION IS THE TESTING GROUND OF PHILOSOPHY ITSELF.(SCHUBERT,1986:116)
  • PHILOSOPHY SERVES AS BOTH A SOURCE AND AN INFLUENCE FOR EDUCATIONAL OBJECTIVES AND CURRICULUM DEVELOPMENT (TANNER AND TANNER, 1980:103)
  • THE CURRICULUM COMMITTEE SHOULD BE COGNIZANT OF THE MAJOR PRINCIPLES OF THE LEADING SCHOOLS OF PHILOSOPHY, PARTICULARLY ESSENTIALISM AND PROGRESSIVISM. THEY SHOULD KNOW  WHERE THEY STAND AS INDIVIDUALS AND AS A GROUP IN THE PHILOSOPHICAL SPECTRUM. THEY MAY DISCOVER THAT THEY HAVE ADOPTED, AS HAVE PERHAPS A MAJORITY OF EDUCATORS, AN ECCLECTIC APPROACH TO PHILOSOPHY, CHOOSING THE BEST FROM SEVERAL PHILOSOPHIES. (OLIVA, 1997:190)

LANDASAN FILOSOFIS KURIKULUM 2013

  • Pendidikan berakar pada budaya bangsa, kehidupan masa kini dan membangun landasan  kehidupan masa depan.
  • Pendidikan adalah proses pewarisan  dan pengembang budaya .  Pendidikan memberikan dasar bagi untuk peserta didik berpartisipasi dalam membangun kehidupan masa kini.
  • Pendidikan mengembangkan berbagai potensi yang dimiliki peserta didik
  • Pendidikan adalah proses pengembangan jatidiri peserta didik.
  • Pendidikan menempatkan peserta didik sebagai subjek yang belajar (eklektik antara perenialisme, esensialisme, humanisme, progresivisme, rekonstruksi sosial)

 

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