Curricular Approaches

August 4th, 2024

By Héctor Navedo, Ed.D.

I use six lenses to organize a curriculum-design discussion: Behaviorist, System, Academic, Humanistic, Directive, and Reconceptualist. Their practical applications are proposals, not evidence that combining them improves achievement.

Behaviorist

The behaviorist lens focuses on observable behavior and learning through reinforcement. Skinner’s Science and Human Behavior was published in 1953. For curriculum review, I propose asking what is being measured and whether important dimensions of learning are left out.

System

The system lens asks how the parts of an educational organization relate to one another. I propose reviewing the alignment of curriculum, assessment, professional learning, and resources rather than assuming that a systems label guarantees efficiency.

Academic

The academic lens emphasizes disciplinary knowledge. Leaders can ask how students will develop depth of understanding and connect that knowledge with questions beyond a single subject.

Humanistic

The humanistic lens asks how curriculum attends to the learner as a whole person. I propose examining opportunities for agency, relationships, and personal development alongside academic learning.

Directive or Managerial

In this managerial lens, leaders clarify goals, responsibilities, and implementation processes. A practical question is how to coordinate work without unnecessarily constraining teachers’ professional judgment.

Reconceptualist

The reconceptualist lens invites reflection on curriculum as lived experience and as a cultural and social undertaking. My proposed question is whose experiences and interpretations the curriculum includes or excludes.

Integrating Curricular Approaches in Educational Leadership

These lenses can support discussion of different educational priorities. I propose examining their tensions and local relevance rather than treating their combination as a proven intervention.

Behaviorist: Review observable goals and the limits of measurement.

System: Review relationships and alignment across the institution.

Academic: Review the depth and accessibility of disciplinary knowledge.

Humanistic: Review opportunities for agency, relationships, and personal development.

Directive: Clarify responsibilities while reviewing the space for professional judgment.

Reconceptualist: Examine whose experiences and interpretations shape the curriculum.

Conclusion

I propose using these lenses to examine curriculum choices and their trade-offs. Their effects on learning and well-being should be evaluated in the local setting.

Updated October 27, 2026.

References and source notes

Skinner, B. F. (1953). Science and human behavior. Macmillan. Author foundation bibliography confirms the original publication. https://www.bfskinner.org/publications/full-bibliography/