EARLY YEARS Bobbitt is an important theorist for public school curricular in the United States. In...
1
EARLY YEARS EARLY YEARS Bobbitt is an important theorist for public school curricular in Bobbitt is an important theorist for public school curricular in the United States. In his early works, he highlighted the the United States. In his early works, he highlighted the importance of keeping cultural and religious identity. He adopted importance of keeping cultural and religious identity. He adopted eugenic ideology, and mental discipline was basis of his theory eugenic ideology, and mental discipline was basis of his theory (Apple, 2009; Hlebowitsh, 2005; Bobbitt, 1909; Null, 1999; (Apple, 2009; Hlebowitsh, 2005; Bobbitt, 1909; Null, 1999; Winfield, 2004). His earliest works were based on essentialist Winfield, 2004). His earliest works were based on essentialist view (Smiley, 1992). However, Bobbitt claimed that curriculum view (Smiley, 1992). However, Bobbitt claimed that curriculum should be grounded on character of specifity (Hilebowitsh, 2005; should be grounded on character of specifity (Hilebowitsh, 2005; Smiley, 1992). This triggered him to conduct surveys for Smiley, 1992). This triggered him to conduct surveys for curriculum development. Bobbitt believed that schooling is curriculum development. Bobbitt believed that schooling is important to prepare students to adult life, and specific important to prepare students to adult life, and specific activities should fit children’s abilities and community’s needs activities should fit children’s abilities and community’s needs (Apple, 2009). Moreover, he strongly suggested that individuals (Apple, 2009). Moreover, he strongly suggested that individuals should continue their education until age 18 to 20 (Null, 1999). should continue their education until age 18 to 20 (Null, 1999). Bobbitt advocated the scientific and efficiency-based management Bobbitt advocated the scientific and efficiency-based management curriculum; hence, functionalist theory was basis of his work. The curriculum; hence, functionalist theory was basis of his work. The surveys he administered, however, made him embrace the progressive surveys he administered, however, made him embrace the progressive child-centered manner. child-centered manner. LATER YEARS LATER YEARS In his later works, he returned his earlier position, which was In his later works, he returned his earlier position, which was functionalism. He emphasized the necessity of general education functionalism. He emphasized the necessity of general education and intellectual development (Scates, 1950; Apple, 2009). In his and intellectual development (Scates, 1950; Apple, 2009). In his later works, Bobbitt advocated test-driven curricula and later works, Bobbitt advocated test-driven curricula and competency-based instruction (Null, 1999; Smiley, 1992). Null competency-based instruction (Null, 1999; Smiley, 1992). Null John Franklin Bobbitt was born in 1876. He John Franklin Bobbitt was born in 1876. He graduated from the Indiana University. He graduated from the Indiana University. He worked as a teacher from 1903 to 1907 at worked as a teacher from 1903 to 1907 at the Philippine Normal School. In 1909, he the Philippine Normal School. In 1909, he earned his doctorate degree from the Clark earned his doctorate degree from the Clark University. Then, he worked as a professor University. Then, he worked as a professor at the University of Chicago. He is seen as at the University of Chicago. He is seen as the father of curriculum because he is the the father of curriculum because he is the first curriculum professor in the United first curriculum professor in the United States (Smiley, 1992; Winfield, 2004). Both States (Smiley, 1992; Winfield, 2004). Both his grandfather and father worked as a his grandfather and father worked as a teacher and minister, and their religious teacher and minister, and their religious dicta influenced Bobbitt’s work. Hence, he dicta influenced Bobbitt’s work. Hence, he emphasized the importance of discipline, emphasized the importance of discipline, religious faith, and social needs in terms religious faith, and social needs in terms of developing curriculum (Smiley, 1992). of developing curriculum (Smiley, 1992). Bobbitt was a social efficiency advocate Bobbitt was a social efficiency advocate (Apple, 2009). According to him, curriculum (Apple, 2009). According to him, curriculum could be described as a tool for preparing could be described as a tool for preparing students for their adult roles in the new students for their adult roles in the new industrial society. Bobbitt believed that industrial society. Bobbitt believed that curriculum should include behavioral goals, curriculum should include behavioral goals, which help to educate students how to gain which help to educate students how to gain a good life (Null, 1999). Moreover, Bobbitt a good life (Null, 1999). Moreover, Bobbitt claimed that the procedures for curriculum claimed that the procedures for curriculum planning should be considered as job planning should be considered as job analysis, which could be beneficial to analysis, which could be beneficial to determine specific activities, which are determine specific activities, which are useful for adults to undertake their social useful for adults to undertake their social roles, such as a family member, a worker, roles, such as a family member, a worker, and a citizenship (Hlebowitsh, 2005). He and a citizenship (Hlebowitsh, 2005). He retired from the University of Chicago in retired from the University of Chicago in 1941. 1941. Bobbitt’s books: Bobbitt’s books: The Growth of Philippine Children (1909) The Growth of Philippine Children (1909) BIOGRAPHY IMPORTANT FACTS BOBBITT’S CONTRIBUTIONS REFERENCES JOHN FRANKLIN BOBBITT Hanife Ece Ugurlu Bobbitt led the emergence and development of Bobbitt led the emergence and development of curriculum field in 20 curriculum field in 20 th th century. century. He is one of the first theorists who believed He is one of the first theorists who believed curriculum making should begin to identify curriculum making should begin to identify objectives, which address individuals’ functions objectives, which address individuals’ functions as a family member, worker, and citizenship as a family member, worker, and citizenship along with the needs of the community (Apple, along with the needs of the community (Apple, 2009; Levine, 2002; Smiley 1992). 2009; Levine, 2002; Smiley 1992). His scientific approach influenced many His scientific approach influenced many curriculum theorists. curriculum theorists. He mentioned that particularized and He mentioned that particularized and preparatory activities are essential, and these preparatory activities are essential, and these activities should be based on students’ activities should be based on students’ abilities. abilities. He worked to formalize and legitimize field of He worked to formalize and legitimize field of curriculum development. curriculum development. Bobbitt’s most famous books Apple, M. W. (2009). Apple, M. W. (2009). Ideology and Curriculum. Ideology and Curriculum. Routledge Routledge Falmer 3. Edition. Falmer 3. Edition. Bobbitt, J. B. (1909). Practical eugenics. Bobbitt, J. B. (1909). Practical eugenics. Pedagogical Seminary, V 16 Pedagogical Seminary, V 16 , p 385-394. , p 385-394. Hlebowitsh, P. S. (2005). Hlebowitsh, P. S. (2005). Designing the school curriculum. Designing the school curriculum. Boston: Pearson/Allyn and Bacon. Boston: Pearson/Allyn and Bacon. Levine, D. (2002). The Milwaukee Platoon School Levine, D. (2002). The Milwaukee Platoon School Battle: Lessons for activist teachers. Battle: Lessons for activist teachers. The Urban The Urban Review, Review, 34 34 (1), 47-69. Retrieved May 17, 2011, from (1), 47-69. Retrieved May 17, 2011, from Research Library. (Document ID: 2143770551). Research Library. (Document ID: 2143770551). Scates, D. E. (1950). With the researchers. Scates, D. E. (1950). With the researchers. Journal Journal of Teacher Education Vol: 1 of Teacher Education Vol: 1 Issue: 3, 225 – 230. Issue: 3, 225 – 230. Null, J. (1999). Efficiency jettisoned: Null, J. (1999). Efficiency jettisoned: unacknowledged changes in the curriculum thought of unacknowledged changes in the curriculum thought of John Franklin Bobbitt. John Franklin Bobbitt. Journal of Curriculum and Journal of Curriculum and Supervision Supervision , , 15 15 (1), 35-42. Retrieved from Education (1), 35-42. Retrieved from Education Full Text database. Full Text database. Smiley, Frederick Melvin (1992). Smiley, Frederick Melvin (1992). "Indoctrinations," "survey and curriculum science," "Indoctrinations," "survey and curriculum science," and "transitional philosophy": A three-stage and "transitional philosophy": A three-stage reassessment of Franklin Bobbitt. Ed.D. reassessment of Franklin Bobbitt. Ed.D. dissertation, Oklahoma State University, U. S. - dissertation, Oklahoma State University, U. S. - Oklahoma. Oklahoma. Winfield, Ann Gibson (2004). Eugenics and Winfield, Ann Gibson (2004). Eugenics and education: Implications of ideology, memory, and education: Implications of ideology, memory, and “ “ The school is not to "make" a The school is not to "make" a curriculum but to help the child or curriculum but to help the child or youth better to find his own. The youth better to find his own. The school's job is not to process the school's job is not to process the child into a shape that it has planned child into a shape that it has planned for him. It is to recognize that a life is for him. It is to recognize that a life is going on before its eyes, and its work going on before its eyes, and its work is to help in making that life go on in is to help in making that life go on in the best possible way. “ the best possible way. “
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Transcript of EARLY YEARS Bobbitt is an important theorist for public school curricular in the United States. In...
EARLY YEARSEARLY YEARS
Bobbitt is an important theorist for public school curricular in the United States. In his early works, Bobbitt is an important theorist for public school curricular in the United States. In his early works,
he highlighted the importance of keeping cultural and religious identity. He adopted eugenic he highlighted the importance of keeping cultural and religious identity. He adopted eugenic
ideology, and mental discipline was basis of his theory (Apple, 2009; Hlebowitsh, 2005; Bobbitt, ideology, and mental discipline was basis of his theory (Apple, 2009; Hlebowitsh, 2005; Bobbitt,
1909; Null, 1999; Winfield, 2004). His earliest works were based on essentialist view (Smiley, 1909; Null, 1999; Winfield, 2004). His earliest works were based on essentialist view (Smiley,
1992). However, Bobbitt claimed that curriculum should be grounded on character of specifity 1992). However, Bobbitt claimed that curriculum should be grounded on character of specifity
(Hilebowitsh, 2005; Smiley, 1992). This triggered him to conduct surveys for curriculum (Hilebowitsh, 2005; Smiley, 1992). This triggered him to conduct surveys for curriculum
development. Bobbitt believed that schooling is important to prepare students to adult life, and development. Bobbitt believed that schooling is important to prepare students to adult life, and
specific activities should fit children’s abilities and community’s needs (Apple, 2009). Moreover, specific activities should fit children’s abilities and community’s needs (Apple, 2009). Moreover,
he strongly suggested that individuals should continue their education until age 18 to 20 (Null, he strongly suggested that individuals should continue their education until age 18 to 20 (Null,
1999). Bobbitt advocated the scientific and efficiency-based management curriculum; hence, 1999). Bobbitt advocated the scientific and efficiency-based management curriculum; hence,
functionalist theory was basis of his work. The surveys he administered, however, made him functionalist theory was basis of his work. The surveys he administered, however, made him
embrace the progressive child-centered manner. embrace the progressive child-centered manner.
LATER YEARSLATER YEARS
In his later works, he returned his earlier position, which was functionalism. He emphasized the In his later works, he returned his earlier position, which was functionalism. He emphasized the
necessity of general education and intellectual development (Scates, 1950; Apple, 2009). In his necessity of general education and intellectual development (Scates, 1950; Apple, 2009). In his
later works, Bobbitt advocated test-driven curricula and competency-based instruction (Null, 1999; later works, Bobbitt advocated test-driven curricula and competency-based instruction (Null, 1999;
Smiley, 1992). Null (1999) stated four basic components of Bobbitt’s final works as follows:Smiley, 1992). Null (1999) stated four basic components of Bobbitt’s final works as follows:
An emphasis on the importance of general education,An emphasis on the importance of general education,
The inability to predetermine future lives and roles of students,The inability to predetermine future lives and roles of students,
The necessity for schools to develop individuals' intellect rather than to train them for work,The necessity for schools to develop individuals' intellect rather than to train them for work,
A respect for many of the classic authors of "great books" from the Western tradition (p 2). A respect for many of the classic authors of "great books" from the Western tradition (p 2).
John Franklin Bobbitt was born in 1876. He graduated from the John Franklin Bobbitt was born in 1876. He graduated from the
Indiana University. He worked as a teacher from 1903 to 1907 at Indiana University. He worked as a teacher from 1903 to 1907 at
the Philippine Normal School. In 1909, he earned his doctorate the Philippine Normal School. In 1909, he earned his doctorate
degree from the Clark University. Then, he worked as a degree from the Clark University. Then, he worked as a
professor at the University of Chicago. He is seen as the father of professor at the University of Chicago. He is seen as the father of
curriculum because he is the first curriculum professor in the curriculum because he is the first curriculum professor in the
United States (Smiley, 1992; Winfield, 2004). Both his United States (Smiley, 1992; Winfield, 2004). Both his
grandfather and father worked as a teacher and minister, and grandfather and father worked as a teacher and minister, and
their religious dicta influenced Bobbitt’s work. Hence, he their religious dicta influenced Bobbitt’s work. Hence, he
emphasized the importance of discipline, religious faith, and emphasized the importance of discipline, religious faith, and
social needs in terms of developing curriculum (Smiley, 1992). social needs in terms of developing curriculum (Smiley, 1992).
Bobbitt was a social efficiency advocate (Apple, 2009). Bobbitt was a social efficiency advocate (Apple, 2009).
According to him, curriculum could be described as a tool for According to him, curriculum could be described as a tool for
preparing students for their adult roles in the new industrial preparing students for their adult roles in the new industrial
society. Bobbitt believed that curriculum should include society. Bobbitt believed that curriculum should include
behavioral goals, which help to educate students how to gain a behavioral goals, which help to educate students how to gain a
good life (Null, 1999). Moreover, Bobbitt claimed that the good life (Null, 1999). Moreover, Bobbitt claimed that the
procedures for curriculum planning should be considered as job procedures for curriculum planning should be considered as job
analysis, which could be beneficial to determine specific analysis, which could be beneficial to determine specific
activities, which are useful for adults to undertake their social activities, which are useful for adults to undertake their social
roles, such as a family member, a worker, and a citizenship roles, such as a family member, a worker, and a citizenship
(Hlebowitsh, 2005). He retired from the University of Chicago in (Hlebowitsh, 2005). He retired from the University of Chicago in
1941. 1941.
Bobbitt’s books:Bobbitt’s books:
The Growth of Philippine Children (1909)The Growth of Philippine Children (1909)
The San Antonio Public School System (1914)The San Antonio Public School System (1914)
What the Schools Teach and Might Teach in (1915)What the Schools Teach and Might Teach in (1915)
The Curriculum (1918)The Curriculum (1918)
Curriculum Making in Los Angeles (1922)Curriculum Making in Los Angeles (1922)
Curriculum Principles (1922)Curriculum Principles (1922)
How to Make a Curriculum (1924)How to Make a Curriculum (1924)
Curriculum Investigations (1926)Curriculum Investigations (1926)
The Curriculum of Modern Education (1941)The Curriculum of Modern Education (1941)
BIOGRAPHY
IMPORTANT FACTS
BOBBITT’S CONTRIBUTIONS
REFERENCES
JOHN FRANKLIN BOBBITTHanife Ece Ugurlu
Bobbitt led the emergence and development of curriculum field in 20Bobbitt led the emergence and development of curriculum field in 20thth
century. century.
He is one of the first theorists who believed curriculum making He is one of the first theorists who believed curriculum making
should begin to identify objectives, which address individuals’ functions should begin to identify objectives, which address individuals’ functions
as a family member, worker, and citizenship along with the needs of the as a family member, worker, and citizenship along with the needs of the
community (Apple, 2009; Levine, 2002; Smiley 1992).community (Apple, 2009; Levine, 2002; Smiley 1992).
His scientific approach influenced many curriculum theorists. His scientific approach influenced many curriculum theorists.
He mentioned that particularized and preparatory activities are He mentioned that particularized and preparatory activities are
essential, and these activities should be based on students’ abilities. essential, and these activities should be based on students’ abilities.
He worked to formalize and legitimize field of curriculum He worked to formalize and legitimize field of curriculum
development.development.
Bobbitt’s most famous books
Apple, M. W. (2009). Apple, M. W. (2009). Ideology and Curriculum.Ideology and Curriculum. Routledge Falmer 3. Routledge Falmer 3. Edition.Edition.Bobbitt, J. B. (1909). Practical eugenics. Bobbitt, J. B. (1909). Practical eugenics. Pedagogical Seminary, V 16Pedagogical Seminary, V 16, p , p 385-394.385-394.Hlebowitsh, P. S. (2005). Hlebowitsh, P. S. (2005). Designing the school curriculum.Designing the school curriculum. Boston: Boston: Pearson/Allyn and Bacon.Pearson/Allyn and Bacon.Levine, D. (2002). The Milwaukee Platoon School Battle: Lessons for Levine, D. (2002). The Milwaukee Platoon School Battle: Lessons for activist teachers. activist teachers. The Urban Review,The Urban Review, 3434(1), 47-69. Retrieved May 17, 2011, (1), 47-69. Retrieved May 17, 2011, from Research Library. (Document ID: 2143770551).from Research Library. (Document ID: 2143770551).Scates, D. E. (1950). With the researchers. Scates, D. E. (1950). With the researchers. Journal of Teacher Education Journal of Teacher Education Vol: 1Vol: 1 Issue: 3, 225 – 230. Issue: 3, 225 – 230.Null, J. (1999). Efficiency jettisoned: unacknowledged changes in the Null, J. (1999). Efficiency jettisoned: unacknowledged changes in the curriculum thought of John Franklin Bobbitt. curriculum thought of John Franklin Bobbitt. Journal of Curriculum and Journal of Curriculum and SupervisionSupervision, , 1515(1), 35-42. Retrieved from Education Full Text database.(1), 35-42. Retrieved from Education Full Text database.Smiley, Frederick Melvin (1992). "Indoctrinations," "survey and curriculum Smiley, Frederick Melvin (1992). "Indoctrinations," "survey and curriculum science," and "transitional philosophy": A three-stage reassessment of science," and "transitional philosophy": A three-stage reassessment of Franklin Bobbitt. Ed.D. dissertation, Oklahoma State University, U. S. - Franklin Bobbitt. Ed.D. dissertation, Oklahoma State University, U. S. - Oklahoma. Oklahoma. Winfield, Ann Gibson (2004). Eugenics and education: Implications of Winfield, Ann Gibson (2004). Eugenics and education: Implications of ideology, memory, and history for education in the United States. Ph.D. ideology, memory, and history for education in the United States. Ph.D. dissertation, North Carolina State University, United States -- North dissertation, North Carolina State University, United States -- North Carolina.Carolina.
““The school is not to "make" a curriculum The school is not to "make" a curriculum
but to help the child or youth better to find but to help the child or youth better to find
his own. The school's job is not to process his own. The school's job is not to process
the child into a shape that it has planned the child into a shape that it has planned
for him. It is to recognize that a life is for him. It is to recognize that a life is
going on before its eyes, and its work is to going on before its eyes, and its work is to
help in making that life go on in the best help in making that life go on in the best
possible way. “possible way. “
