CUS3701
ASSIGNMENT 2
DUE DATE: 20 JUNE 2025
, CUS3701
ASSIGNMENT 2 2025
QUESTION 1: Curriculum approaches
Referring to the learner-centred approach of Lawrence Stenhouse and the
behavioural approach of John Bobbitt, analyse and compare their ideas in terms
of:
1.1 Theoretical Foundations of the Approaches
Lawrence Stenhouse
Stenhouse’s perspective is deeply rooted in progressive education, which highlights the
significance of learner independence, critical engagement, and active involvement in
learning. He regarded curriculum development as an evolving and adaptable process
rather than a rigid framework of set objectives. Instead of prescribing specific content,
Stenhouse believed education should provide room for teachers to modify and shape
learning experiences based on students’ needs. His approach underscores the idea that
teachers function as researchers, continuously reflecting on and refining their teaching
practices. Moreover, he emphasized the intrinsic worth of knowledge and prioritized the
learning journey over mere outcomes, advocating for an educational system that
nurtures students’ ability to inquire, investigate, and apply knowledge in practical
contexts.
John Bobbitt
Bobbitt’s approach is founded on behaviourist principles and scientific management,
focusing on efficiency, uniformity, and clearly measurable learning objectives. He saw
education as a means of preparing students for predefined societal roles, particularly
within the workforce. Bobbitt’s method involved analyzing tasks and breaking them
down into specific, observable skills that students must acquire. His approach is highly
ASSIGNMENT 2
DUE DATE: 20 JUNE 2025
, CUS3701
ASSIGNMENT 2 2025
QUESTION 1: Curriculum approaches
Referring to the learner-centred approach of Lawrence Stenhouse and the
behavioural approach of John Bobbitt, analyse and compare their ideas in terms
of:
1.1 Theoretical Foundations of the Approaches
Lawrence Stenhouse
Stenhouse’s perspective is deeply rooted in progressive education, which highlights the
significance of learner independence, critical engagement, and active involvement in
learning. He regarded curriculum development as an evolving and adaptable process
rather than a rigid framework of set objectives. Instead of prescribing specific content,
Stenhouse believed education should provide room for teachers to modify and shape
learning experiences based on students’ needs. His approach underscores the idea that
teachers function as researchers, continuously reflecting on and refining their teaching
practices. Moreover, he emphasized the intrinsic worth of knowledge and prioritized the
learning journey over mere outcomes, advocating for an educational system that
nurtures students’ ability to inquire, investigate, and apply knowledge in practical
contexts.
John Bobbitt
Bobbitt’s approach is founded on behaviourist principles and scientific management,
focusing on efficiency, uniformity, and clearly measurable learning objectives. He saw
education as a means of preparing students for predefined societal roles, particularly
within the workforce. Bobbitt’s method involved analyzing tasks and breaking them
down into specific, observable skills that students must acquire. His approach is highly
