LOLAJACOBSASSIGNMENTS 0618151315/0845251828
CUS3701
ASSIGNMENT NO: 2
SEMESTER 1
YEAR: 2025
, LOLAJACOBSASSIGNMENTS 0618151315/0845251828
QUESTION 1:
CURRICULUM APPROACHES
Comparing the Learner-Centred Approach of Lawrence Stenhouse and the Behavioural
Approach of John Bobbitt
Different curriculum approaches influence how education is designed and delivered in
classrooms. Lawrence Stenhouse’s learner-centred approach and John Bobbitt’s behavioural
approach offer distinct perspectives on curriculum development.
1.1 Theoretical Foundations of the Approaches
Stenhouse’s learner-centred approach is rooted in progressivism and constructivism, which
argue that students learn best through active engagement, inquiry, and exploration (Piaget,
1973). He believed that curriculum should be flexible and adaptable to individual learners,
allowing them to construct their own knowledge (Stenhouse, 1975). His work was influenced
by Dewey’s experiential learning theory, which supports the idea that learning is a dynamic
process shaped by the learner’s experiences (Dewey, 1938). Stenhouse argued that
curriculum should not be a rigid set of instructions but a guide for investigation and
discovery, empowering students to develop critical thinking and problem-solving skills. On
the other hand, Bobbitt’s behavioural approach is grounded in behaviourism, specifically
scientific management and efficiency theories. Influenced by Thorndike’s stimulus-response
theory (Thorndike, 1911) and Taylor’s industrial efficiency models (Taylor, 1911), Bobbitt
viewed curriculum as a structured plan designed to produce specific, measurable behaviours.
He emphasized the systematic organization of learning objectives and skill mastery through
repetition, assessment, and reinforcement. His approach aligns with traditional instructional
methods that focus on preparing students for the workforce by equipping them with
practical skills.
1.2 Practical Implications for Teachers
Stenhouse’s learner-centred approach gives teachers greater autonomy in curriculum
implementation. Instead of rigidly following a set syllabus, teachers facilitate learning
experiences, guide students in inquiry, and adapt content to suit learners’ needs (Stenhouse,
1975). This requires teachers to be reflective practitioners, constantly adjusting their
teaching methods based on students’ responses. They must create stimulating environments
that encourage curiosity, discussion, and independent thinking. However, this approach can
be challenging in traditional school settings where standardized assessments and rigid
curricula are enforced. Conversely, Bobbitt’s behavioural approach provides teachers with
clear, structured guidelines for instruction (Bobbitt, 1918). Lessons are systematically
planned, with a strong focus on achieving predefined outcomes. Teachers act as instructors
rather than facilitators, delivering information through direct instruction, drills, and
repetition. This model simplifies assessment, as learning progress can be measured
quantitatively through tests and observable behaviours. However, it may limit creativity and
adaptability, making it difficult for teachers to address diverse learning needs.
1.3 Practical Implications for Learners
The learner-centred approach benefits students by promoting independent learning,
problem-solving, and creativity (Dewey, 1938). Since learning is driven by inquiry, students
engage in meaningful exploration and develop a deeper understanding of concepts. The
CUS3701
ASSIGNMENT NO: 2
SEMESTER 1
YEAR: 2025
, LOLAJACOBSASSIGNMENTS 0618151315/0845251828
QUESTION 1:
CURRICULUM APPROACHES
Comparing the Learner-Centred Approach of Lawrence Stenhouse and the Behavioural
Approach of John Bobbitt
Different curriculum approaches influence how education is designed and delivered in
classrooms. Lawrence Stenhouse’s learner-centred approach and John Bobbitt’s behavioural
approach offer distinct perspectives on curriculum development.
1.1 Theoretical Foundations of the Approaches
Stenhouse’s learner-centred approach is rooted in progressivism and constructivism, which
argue that students learn best through active engagement, inquiry, and exploration (Piaget,
1973). He believed that curriculum should be flexible and adaptable to individual learners,
allowing them to construct their own knowledge (Stenhouse, 1975). His work was influenced
by Dewey’s experiential learning theory, which supports the idea that learning is a dynamic
process shaped by the learner’s experiences (Dewey, 1938). Stenhouse argued that
curriculum should not be a rigid set of instructions but a guide for investigation and
discovery, empowering students to develop critical thinking and problem-solving skills. On
the other hand, Bobbitt’s behavioural approach is grounded in behaviourism, specifically
scientific management and efficiency theories. Influenced by Thorndike’s stimulus-response
theory (Thorndike, 1911) and Taylor’s industrial efficiency models (Taylor, 1911), Bobbitt
viewed curriculum as a structured plan designed to produce specific, measurable behaviours.
He emphasized the systematic organization of learning objectives and skill mastery through
repetition, assessment, and reinforcement. His approach aligns with traditional instructional
methods that focus on preparing students for the workforce by equipping them with
practical skills.
1.2 Practical Implications for Teachers
Stenhouse’s learner-centred approach gives teachers greater autonomy in curriculum
implementation. Instead of rigidly following a set syllabus, teachers facilitate learning
experiences, guide students in inquiry, and adapt content to suit learners’ needs (Stenhouse,
1975). This requires teachers to be reflective practitioners, constantly adjusting their
teaching methods based on students’ responses. They must create stimulating environments
that encourage curiosity, discussion, and independent thinking. However, this approach can
be challenging in traditional school settings where standardized assessments and rigid
curricula are enforced. Conversely, Bobbitt’s behavioural approach provides teachers with
clear, structured guidelines for instruction (Bobbitt, 1918). Lessons are systematically
planned, with a strong focus on achieving predefined outcomes. Teachers act as instructors
rather than facilitators, delivering information through direct instruction, drills, and
repetition. This model simplifies assessment, as learning progress can be measured
quantitatively through tests and observable behaviours. However, it may limit creativity and
adaptability, making it difficult for teachers to address diverse learning needs.
1.3 Practical Implications for Learners
The learner-centred approach benefits students by promoting independent learning,
problem-solving, and creativity (Dewey, 1938). Since learning is driven by inquiry, students
engage in meaningful exploration and develop a deeper understanding of concepts. The
