Terminological obscurity in the field of planning and preparation of the educational process

Abstract

This work analyses the basic concepts in the field of planning and the development of an educational program. The term curriculum has been avoided in our educational public, or it had multiple interpretations that were not only characteristic for our pedagogical theory and practice but also for a significant number of other countries. Its numerous definitions differ from each other. In the Anglo-American milieu the term curriculum had continuously survived, developed, and conceptually united within itself the relevant dimensions which originate from various pedagogical disciplines (school pedagogy, sociology of education, didactics, teaching methods), which, in turn, created an environment for the understanding of its meaning. Equally, there are tendencies of diminishing its meaning, and even totally ignoring its existence or reducing it to only one of its dimensions (curriculum, program of instruction). Key words: planning, programming, curriculum, curriculum foundation, program of instruction

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