EARLY YEARSEARLY YEARS

Bobbitt is an important theorist for public school curricular in the United States. In his early works, Bobbitt is an important theorist for public school curricular in the United States. In his early works,

he highlighted the importance of keeping cultural and religious identity. He adopted eugenic he highlighted the importance of keeping cultural and religious identity. He adopted eugenic

ideology, and mental discipline was basis of his theory (Apple, 2009; Hlebowitsh, 2005; Bobbitt, ideology, and mental discipline was basis of his theory (Apple, 2009; Hlebowitsh, 2005; Bobbitt,

1909; Null, 1999; Winfield, 2004). His earliest works were based on essentialist view (Smiley, 1909; Null, 1999; Winfield, 2004). His earliest works were based on essentialist view (Smiley,

1992). However, Bobbitt claimed that curriculum should be grounded on character of specifity 1992). However, Bobbitt claimed that curriculum should be grounded on character of specifity

(Hilebowitsh, 2005; Smiley, 1992). This triggered him to conduct surveys for curriculum (Hilebowitsh, 2005; Smiley, 1992). This triggered him to conduct surveys for curriculum

development. Bobbitt believed that schooling is important to prepare students to adult life, and development. Bobbitt believed that schooling is important to prepare students to adult life, and

specific activities should fit children’s abilities and community’s needs (Apple, 2009). Moreover, specific activities should fit children’s abilities and community’s needs (Apple, 2009). Moreover,

he strongly suggested that individuals should continue their education until age 18 to 20 (Null, he strongly suggested that individuals should continue their education until age 18 to 20 (Null,

1999). Bobbitt advocated the scientific and efficiency-based management curriculum; hence, 1999). Bobbitt advocated the scientific and efficiency-based management curriculum; hence,

functionalist theory was basis of his work. The surveys he administered, however, made him functionalist theory was basis of his work. The surveys he administered, however, made him

embrace the progressive child-centered manner. embrace the progressive child-centered manner.

LATER YEARSLATER YEARS

In his later works, he returned his earlier position, which was functionalism. He emphasized the In his later works, he returned his earlier position, which was functionalism. He emphasized the

necessity of general education and intellectual development (Scates, 1950; Apple, 2009). In his necessity of general education and intellectual development (Scates, 1950; Apple, 2009). In his

later works, Bobbitt advocated test-driven curricula and competency-based instruction (Null, 1999; later works, Bobbitt advocated test-driven curricula and competency-based instruction (Null, 1999;

Smiley, 1992). Null (1999) stated four basic components of Bobbitt’s final works as follows:Smiley, 1992). Null (1999) stated four basic components of Bobbitt’s final works as follows:

An emphasis on the importance of general education,An emphasis on the importance of general education,

The inability to predetermine future lives and roles of students,The inability to predetermine future lives and roles of students,

The necessity for schools to develop individuals' intellect rather than to train them for work,The necessity for schools to develop individuals' intellect rather than to train them for work,

A respect for many of the classic authors of "great books" from the Western tradition (p 2). A respect for many of the classic authors of "great books" from the Western tradition (p 2).   

John Franklin Bobbitt was born in 1876. He graduated from the John Franklin Bobbitt was born in 1876. He graduated from the

Indiana University. He worked as a teacher from 1903 to 1907 at Indiana University. He worked as a teacher from 1903 to 1907 at

the Philippine Normal School. In 1909, he earned his doctorate the Philippine Normal School. In 1909, he earned his doctorate

degree from the Clark University. Then, he worked as a degree from the Clark University. Then, he worked as a

professor at the University of Chicago. He is seen as the father of professor at the University of Chicago. He is seen as the father of

curriculum because he is the first curriculum professor in the curriculum because he is the first curriculum professor in the

United States (Smiley, 1992; Winfield, 2004). Both his United States (Smiley, 1992; Winfield, 2004). Both his

grandfather and father worked as a teacher and minister, and grandfather and father worked as a teacher and minister, and

their religious dicta influenced Bobbitt’s work. Hence, he their religious dicta influenced Bobbitt’s work. Hence, he

emphasized the importance of discipline, religious faith, and emphasized the importance of discipline, religious faith, and

social needs in terms of developing curriculum (Smiley, 1992). social needs in terms of developing curriculum (Smiley, 1992).

Bobbitt was a social efficiency advocate (Apple, 2009). Bobbitt was a social efficiency advocate (Apple, 2009).

According to him, curriculum could be described as a tool for According to him, curriculum could be described as a tool for

preparing students for their adult roles in the new industrial preparing students for their adult roles in the new industrial

society. Bobbitt believed that curriculum should include society. Bobbitt believed that curriculum should include

behavioral goals, which help to educate students how to gain a behavioral goals, which help to educate students how to gain a

good life (Null, 1999). Moreover, Bobbitt claimed that the good life (Null, 1999). Moreover, Bobbitt claimed that the

procedures for curriculum planning should be considered as job procedures for curriculum planning should be considered as job

analysis, which could be beneficial to determine specific analysis, which could be beneficial to determine specific

activities, which are useful for adults to undertake their social activities, which are useful for adults to undertake their social

roles, such as a family member, a worker, and a citizenship roles, such as a family member, a worker, and a citizenship

(Hlebowitsh, 2005). He retired from the University of Chicago in (Hlebowitsh, 2005). He retired from the University of Chicago in

1941. 1941.

Bobbitt’s books:Bobbitt’s books:

The Growth of Philippine Children (1909)The Growth of Philippine Children (1909)

The San Antonio Public School System (1914)The San Antonio Public School System (1914)

What the Schools Teach and Might Teach in (1915)What the Schools Teach and Might Teach in (1915)

The Curriculum (1918)The Curriculum (1918)

Curriculum Making in Los Angeles (1922)Curriculum Making in Los Angeles (1922)

Curriculum Principles (1922)Curriculum Principles (1922)

How to Make a Curriculum (1924)How to Make a Curriculum (1924)

Curriculum Investigations (1926)Curriculum Investigations (1926)

The Curriculum of Modern Education (1941)The Curriculum of Modern Education (1941)

BIOGRAPHY

IMPORTANT FACTS

BOBBITT’S CONTRIBUTIONS

REFERENCES

JOHN FRANKLIN BOBBITTHanife Ece Ugurlu

Bobbitt led the emergence and development of curriculum field in 20Bobbitt led the emergence and development of curriculum field in 20thth

century. century.

He is one of the first theorists who believed curriculum making He is one of the first theorists who believed curriculum making

should begin to identify objectives, which address individuals’ functions should begin to identify objectives, which address individuals’ functions

as a family member, worker, and citizenship along with the needs of the as a family member, worker, and citizenship along with the needs of the

community (Apple, 2009; Levine, 2002; Smiley 1992).community (Apple, 2009; Levine, 2002; Smiley 1992).

His scientific approach influenced many curriculum theorists. His scientific approach influenced many curriculum theorists.

He mentioned that particularized and preparatory activities are He mentioned that particularized and preparatory activities are

essential, and these activities should be based on students’ abilities. essential, and these activities should be based on students’ abilities.

He worked to formalize and legitimize field of curriculum He worked to formalize and legitimize field of curriculum

development.development.

Bobbitt’s most famous books

Apple, M. W. (2009). Apple, M. W. (2009). Ideology and Curriculum.Ideology and Curriculum. Routledge Falmer 3. Routledge Falmer 3. Edition.Edition.Bobbitt, J. B. (1909). Practical eugenics. Bobbitt, J. B. (1909). Practical eugenics. Pedagogical Seminary, V 16Pedagogical Seminary, V 16, p , p 385-394.385-394.Hlebowitsh, P. S. (2005). Hlebowitsh, P. S. (2005). Designing the school curriculum.Designing the school curriculum. Boston: Boston: Pearson/Allyn and Bacon.Pearson/Allyn and Bacon.Levine, D. (2002). The Milwaukee Platoon School Battle: Lessons for Levine, D. (2002). The Milwaukee Platoon School Battle: Lessons for activist teachers. activist teachers. The Urban Review,The Urban Review,  3434(1), 47-69.  Retrieved May 17, 2011, (1), 47-69.  Retrieved May 17, 2011, from Research Library. (Document ID: 2143770551).from Research Library. (Document ID: 2143770551).Scates, D. E. (1950). With the researchers. Scates, D. E. (1950). With the researchers. Journal of Teacher Education Journal of Teacher Education Vol: 1Vol: 1 Issue: 3, 225 – 230. Issue: 3, 225 – 230.Null, J. (1999). Efficiency jettisoned: unacknowledged changes in the Null, J. (1999). Efficiency jettisoned: unacknowledged changes in the curriculum thought of John Franklin Bobbitt. curriculum thought of John Franklin Bobbitt. Journal of Curriculum and Journal of Curriculum and SupervisionSupervision, , 1515(1), 35-42. Retrieved from Education Full Text database.(1), 35-42. Retrieved from Education Full Text database.Smiley, Frederick Melvin (1992).  "Indoctrinations," "survey and curriculum Smiley, Frederick Melvin (1992).  "Indoctrinations," "survey and curriculum science," and "transitional philosophy": A three-stage reassessment of science," and "transitional philosophy": A three-stage reassessment of Franklin Bobbitt. Ed.D. dissertation, Oklahoma State University, U. S. - Franklin Bobbitt. Ed.D. dissertation, Oklahoma State University, U. S. - Oklahoma. Oklahoma. Winfield, Ann Gibson (2004).  Eugenics and education: Implications of Winfield, Ann Gibson (2004).  Eugenics and education: Implications of ideology, memory, and history for education in the United States. Ph.D. ideology, memory, and history for education in the United States. Ph.D. dissertation, North Carolina State University, United States -- North dissertation, North Carolina State University, United States -- North Carolina.Carolina.

““The school is not to "make" a curriculum The school is not to "make" a curriculum

but to help the child or youth better to find but to help the child or youth better to find

his own. The school's job is not to process his own. The school's job is not to process

the child into a shape that it has planned the child into a shape that it has planned

for him. It is to recognize that a life is for him. It is to recognize that a life is

going on before its eyes, and its work is to going on before its eyes, and its work is to

help in making that life go on in the best help in making that life go on in the best

possible way. “possible way. “