Exploring the Role of Essentialism for Curriculum Development and Practices: A Case of Sri Lankan National Curriculum

Abstract

Education is a well-organized process that extends beyond the transmission of knowledge, which is influencing both individuals and communities by shaping values and attitudes, promoting social cohesion, and empowering people to contribute meaningfully to societal development and progress. Educational philosophies lie at the heart of this process of education by providing the foundational principles for teaching, learning, and curriculum design. Among various philosophies, essentialism plays a significant role in shaping how knowledge is delivered and how students engage with it. Essentialism, as a philosophy, helps define the aims of education, the responsibilities of educators, and the methods used to prepare students for responsible roles in the future. The Sri Lankan education system predominantly reflects an essentialist approach, emphasizing a disciplined, knowledge-centred curriculum which is focused on core subjects such as Mathematics, Science, Language, and History. Therefore, this paper aims to examine the philosophy of essentialism and its influences and implications for curriculum development and educational practices in Sri Lanka. This paper also explores how the essentialist perspective aligns with the broader goals, roles, and focus of education within the Sri Lankan context.

Keywords: Essentialism, Curriculum development, Essentialist, Educational practices in Sri Lanka

DOI: 10.7176/JPCR/59-04

Publication date: July 30^th 2025