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towards our development. Education helps to walk with the development of science andtechnology. (2) Reconstruction of experiences: Education is life-long process. Life is educationand education is life. Life is full of experiences. One cannot live with his pastexperiences which are unable t o adjust in the society. So education helps the individualto reconstruct the exp erience and adjust with the environment. (3) Development of social and moral value: Society is always in tension withnarrowism. There is no social or moral value. N ow the man is behaving like an animal.Animality can be changed with moral educat ion. Education teaches the moral value andsocial value like co-operation, tolera nce, sympathy, fellow feelings, love affection,respect towards elder, helping th e poor and needy persons. (4) Providing opportunity or equality: Indian Constitution has introduced the termequality because we are not getting equ al opportunities in all aspects. Educationteaches us to give equal opportunities in all aspects irrespective of caste, creed, color,sex and religionAIMS OF EDUC ATIONIndividual and Social Aims:Individual aims and social aims are the most imp ortant aims of education. Theyare opposed to each other individual aims gives im portance for the development of theindividuality. Social aim gives importance to the development of society throughindividual not fulfilling his desire. But it will be seen that development of individualityassumes meaning only in a social e nvironment.Individual AimsSir Percy Nunn observes, Nothing goods enters into the human world except in andthrough the free activities of individual men and women and that educational practicemust be shaped the individual. Education should gi ve scope to develop the inbornpotentialities through maximum freedom. Because: (1) Biologists believe that every individual is different from others. Every chi ld is a newand unique product and a new experiment with life. Thompson says, Educ ation is for the individual. Individual should be the center of all educational e fforts and activities.

(2) Naturalists believe that central aim of education is the autonomous developm ent of the individual. Rousseau said, Everything is good as it comes from the han ds of theAuthor of Nature, but everything degenerates in the hands of man. God ma kes allthings good, man meddles with them and they become evil. God creates ever ythinggood man makes it evil. So individual should be given maximum freedom for its owndevelopment.(3) Psychologists believe that education is an individual pro cess because of individualdifferences. No two individuals are alike. So educatio n should be according to theinterest of the individual. Criticism of Individual Aim: Individual aim is not desirable because man is a social animal. Societys interest shouldbe protected.(1) Individual aim makes individual selfish.(2) Maximum free dom may go against the society.(3) Individuality cannot develop from a vacuum; i t develops in a social atmosphere.(4) Unless society develops, individual cannot develop.(5) Who will recognize society- where individual is selfish?Social Aim: The supporters believe that society or state is supreme or real. The individual is only ameans. The progress of the society is the aim of education. Education i s for the societyand of the society. The function of education is for the welfar e of the state. The state willmake the individual as it desires. It prepares the individual to play different roles insociety. Individuality has no value, and p ersonality is meaningless apart from society. If society will develop individual will develop automatically. Here society plays animportant role. Criticism of Social Aim: (1) It makes individual only a tool of government.(2) It reduces individual to a mere non-entity.(3) Society ignores the legitimate needs, desires and interests of the individual.(4) It is against the development of individuality of the ind ividual. Synthesis between individual and social aims of education: Individual aim and social aim of education go independently. Both are opposing t o eachother. It is not in reality. Neither the individual nor the society can ex ist. The individual isthe product of the society while society finds its advance ment in the development of itsindividual member.Individual cannot develop in vac uum. According to John Adams, Individuality requires asocial medium to grow.T.P. N unn says, Individuality develops in social environment. Conclusion: The true aim of education cannot be other than the highest development of theind ividual as a member of society. Let education burn the individual flame, feeding itwith the oil of society.Education can be a real panacea for all social evils.=J ohn Dewey= SOCIAL REALITIES AFFECTING THE CURRICULUM Philippine Social Realities Affecting the Curriculum At present, the Philippines is enjoying political freedom. Its relation with oth er countries is amiable. However, the population is continuously increasing whil e its foodresources continue to decline. The production of our food supplies has not kept pacewith the unabated increase of population. This imbalance has given birth to manyintricate social problems the solution of which demand utmost reso urcefulness inleadership and unflagging support in fellowship. The increase in p opulation,unaccompanied by widespread enlightenment and a corresponding improvem ent in theeconomic position of the individual and the greater part of society, g enerated pressuresand created more problems never before encountered by our peop le.Different means of communication, transportation and travel in our country ha veincreased in number and have become faster and cheaper. We now have thousands of public and private schools, colleges and universities. Illiteracy has been re ducedconsiderably. Various industries, some locally capitalized, and others fore ign owned,have grown in our countryside. Medical science has brought to our peop le the blessingsand risks in the use of new wonder drugs.Curriculum developers m ust have in mind that the problems of society are theproblems of education. Educ ation cannot be divorced from the economic, political andsocial realities of a c

ountry. Any society in order to progress economically mustprogress educationally . Industry needs to indicate the direction and dimensions of educational progres s for manpower development. The question is, does such hold truein the Philippin es or does it follow a reverse pattern, that is, that educational progressruns a head of economic development? Is our curriculum relevant to the economicdemands of the society, not only for the present but also for years to come?Education mu st enrich society, improve the living condition of its people andmake possible i ts optimum development. Herein lies the importance of the orientation,organizati on, enrichment, adaptation and development of the local curriculum. Thecurriculu m must be made relevant to the economic demands of society if we are toachieve t he goal or producing people who are to provide direction and guidance in theoper ation of commerce and industry. Technical skills, researchers for the discovery of new products must be taken into consideration by curriculum developers in the Philippines.Stress on studies and activities related to history, values, social and economiclife from the viewpoint of the Filipinos are factors for considerati on. The curriculum mustprovide abundant materials to promote the unity of the pe ople such that it shouldembody the latest gains in Science since it must give an education for effectiveparticipation in the modern society.The curriculum must keep up with the changing political, economic and socialconditions of the countr y. In the New Society attempts have been made to reorient the curriculum in both content and emphasis on liberal education providing balancebe tween academic learnings and work experiences for the development of leaders andc reators of job opportunities. The new program is being redirected to ensure a gr eater recognition of the value of hard and honest work unlike in the past when t he emphasiswas on languages and academic excellence.Economic development plan mu st be taken into consideration in order to drawguidelines for curriculum develop ment.The Filipinos increasing dislike for colonial mentality is an indication th at thecurriculum must be redirected to Philippine Culture. Different groups have arisen tovoice ambitious development goals. Our national history and Guidelines To Social Considerations In Curriculum Development In summarized form, here are some guidelines to socialconsiderations in curricul um development:1. There are basic agencies in society that demand from education alcurriculums some special skills, attitudes and knowledge. theyare the family, the church, the state, economic agencies, non-commercial community and other soc ial agencies.2. School curriculum developers must take into consideration notonl y national and international needs but also local, regionaland provincial needs. 3. In the efforts of curriculum developers to gear the curriculumtoward the esta blishment of a sense of identity among Filipinos,cultural pluralism should be re spected, thus taking intoconsideration the rich cultural heritage of all Filipin os, includingthe minorities.4. Curriculum development must draw upon analyses of society andculture, of Filipino tradition and heritage, social pressures andsoc ial habits. We must ask what the demands and requirementsof culture and society are, both for the present and for thefuture.5. The curriculum must prepare the l earners to participate asproductive members of our culture. Not all cultures req uire thesame kind of knowledge. Nor does the same culture need thesame kinds of capacities and skills, intellectual or otherwise, atall times. An analysis of cu lture and society thus provides someguide for determining the main objectives of the curriculum, forthe selection of content, and for deciding what to stress in learning activities.6. Diagnosing of the gaps, deficiencies, and variations of t hebackgrounds of Filipino students is an important step indetermining what the c urriculum should be.7. The task of selecting and organizing learning experiences incurriculum development must take into consideration theculture of society. Social Dimensions in Curriculum Development Download this Document for FreePrintMobileCollectionsReport Document Info and Rating Jenneth Angel Pay...

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