For: Core Curriculum (Columbia College) Expert: date=February 2009

In formal education, a curriculum (plural: curricula, IPA pronounces: /ku'rrikulum/, /ku'rrikula/) is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow and mature in becoming adults.

Historical conception

In The Curriculum, the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. (cf. image at right.)

To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: (i) that scientific experts would best be qualified to and justified in designing curricula based upon their expert knowledge of what qualities are desirable in adult members of society, and which experiences would generate said qualities; and (ii) curriculum defined as the deeds-experiences the student ought to have to become the adult he or she ought to become.

Hence, he defined the curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form people to who and what they are.

Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(s) that forms human beings in to persons. Personal formation via curricula is studied at the personal level and at the group level, i.e. cultures and societies (e.g. professional formation, academic discipline via historical experience). The formation of a group is reciprocal, with the formation of its individual participants.

Although it formally appeared in Bobbitt's definition, curriculum as a course of formative experience also pervades John Dewey's work (who disagreed with Bobbitt on important matters). Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, curriculum writers and researchers generally share it as common, substantive understanding of curriculum.

Curriculum in formal schooling

In formal education or schooling (cf. education), a curriculum is the set of courses, course work, and content offered at a school or university. A curriculum may be partly or entirely determined by an external, authoritative body (i.e. the National Curriculum for England in English schools). In the U.S., each state, with the individual school districts, establishes the curricula taught. Each state, however, builds its curriculum with great participation of national academic subject groups selected by the United States Department of Education, e.g. National Council of Teachers of Mathematics (NCTM) for mathematical instruction. In Australia each state's Education Department establishes curricula. UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide.