Comparing two perspectives, as to the aspects of curriculum, proposed by Eisner and Zeiss

This paper aims at comparing two perspectives, as to the aspects of curriculum, proposed by Eisner and Zeiss. Eisner(1970), in his book “Educational imaginatory ”, believed that curriculum consisted of seven parts: objectives, content ,learning opportunities, organized learning opportunities,organized content level, presentation, answer and evaluation. Zeiss (1976), in his book: Principles and”, pointed out the curriculum elements. He further emphasized that curriculum included 4 major parts, namely, triple purposes (objectives, goals, aims) of content, learning activities and evaluation. Eisner believed that purposes play a vital role and are of paramount importance. Due to the this fact that the purposes of educational planner as well as what kind of pattern he /she utilized in the curriculum, one can take advantages of behavioral purposes, problem-solving purposes and emerging outcomes. As Zeiss stated, taking the traditional approach leads to the consideration of purposes as an end by themselves rather than as the stimulants. Having discussed the content of the curriculum development, Eisner believed that we should avoid using the planning in prescribed way. To him, objectives and content should be manifested in educational events, otherwise, they are no educational value. Zeiss quoting Dewey believed that content is beyond knowledge and information. Moreover, he emphasized that learning process is of value.  Regarding learning activities, Zeiss who is in line with Eisner as to the significance of learning activities, distinguishing between “activities” and “experience” . Zeiss and Eisner agree on the fact that this educational activity must be appropriate to the students` interests. Although Eisner consider the organized learning opportunities as one of the elements of curriculum, Zeiss deals with this issue when learning activities are presented. Initially Eisner emphasizing the organizing of content level and Zeiss emphasizing content engineering, believe that curriculum issues should be integrated, because this form of learning would be closer to natural conditions.