Educational Foundations and Curricular Innovation: The Case of Raya School, Inc

Wil Waren Olinea V. Alegato, Maria Fema S. Aquino, Carmencita L. Aragon, Rosalio Aragon, Jr., Michael B. Cahapay, Louie B. Dasas, Jennifer S. Garcia, Arayana F. Kunting, Edwin D. Porras, Maria Regina Corazon S. Sibal

Curricular innovation does not happen in a vacuum. It usually springs from the myriad ideas that are analyzed, crafted, designed and eventually implemented. This study seeks to identify the Anthro-Sociological Foundations, Philosophy of Education, and theories of Educational Psychology which are reflected and manifested in the Curricular Innovation of RAYA School. Specifically, this study aimed to answer the following questions: 1) What are the curricular innovations of RAYA School? 2) What anthro-sociological factors influenced the Curricular Innovation of RAYA School? 3) What is the underpinning Philosophy of Education in the Curricular Innovation of RAYA School? 4) What Educational Psychology theory and approach is manifested in RAYA School? The study would give students of curriculum and instructional design an opportunity to use theories and perspectives in curriculum studies in a specific school and appreciate how the sociological, philosophical and psychological foundations affect and effect curricular innovation. Raya School, Inc. reflects both functionalist and symbolic interactionist perspective. Further, the school follows an eclectic educational philosophy that is predominantly rooted on progressivism and social reconstructionism. Looking at the educational psychology, Raya School, Inc. mirrors cognitivism and constructivism. Interestingly, Raya, to some extent, displays behaviourism in some aspects of its curriculum intent and implementation.