American Research Journal of Humanities and Social Sciences

The article starts by defining school curriculum then describing different ideologies that are included in the school curriculum. The past learning ideology is compared with the present learning style. The paper goes ahead to provide a comparison between the two ideologies of the school curriculum. The author proceeds to provide the purpose and significance of school curriculum in the learning institutions. More specific is the description of the underlying beliefs that the learner has about the past and the present curriculum ideology. In the next explanation are the assumptions of the learner-centered ideology on explaining the student knowledge. The learner-centered ideology offers the relationship between the students and teachers. The article also describes the assumption of the social efficiency about knowledge of the learner. The author offers the learning conditions basing his argument on the two ideologies. Lastly is the explanation of the stages of developing school curriculum in special education and a final conclusion of the paper