Definitions of Curriculum

The term curriculum has been defined in so many ways that it has become a hard to pin down term (Psifidou, 2007 p. 17). Different philosophies of education, divergent learning theories, and different approaches and theories of curriculum have contributed to the establishment of assorted definitions of curriculum. However, this variety in definitions of curriculum does not indicate its ambiguity but its comprehensiveness and richness of its scope. Actually, each definition communicates a particular aspect or characteristic of curriculum adding its depth and breadth. Some educationists think that curriculum is confined to content as it is “a systematic group of courses or sequences of subjects” (Good, 1988, p. 157), others consider it to consist of “the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of school” (Doll, 1996, p. 15). Some think it to be an “output of the ‘curriculum development system’ and an input to the ‘instructional system’” (Johnson, 1967, p. 130), some others consider it to be a “plan for providing sets of learning opportunities for persons to be educated” (Saylor, Alexander & Lewis, 1981, p. 8), and some others suggest that curriculum includes the “entire range of experiences, both directed and undirected, concerned with unfolding the abilities of the individual” (Bobbit, 1918, p. 43) or “all experiences children have under the guidance of teachers” (Caswell & Campbell, 1935, p. 66). 

Ellis (2004, pp. 4-5) has grouped these definitions into two categories developed further below:

1. Prescriptive definitions

2. Descriptive definitions