Content I. Introduction II. Main part Approaches of Curriculum 4

The Non Technical – Non Scientific Approaches

In contrast, those in the non-technical, non-scientific camp stress the subjective, personal, aesthetic, heuristic, and transactional. They emphasis on the learners (inputs) rather the outputs of production, especially through activity-oriented approaches to teaching and learning.
Thus, advocates of this approach note that not all ends of education can be known nor, indeed, do they need to be known in all cases. This approach considers the curriculum evolves rather than being planned precisely (Cornbleth, 1990:34). Here the world is viewed not as a machine but as a living organism. Individuals cannot objectively view this organism from outside. Rather individuals are intimately involved in the very phenomena in which they are participating.
In that sense , individuals who consider themselves postmodern realize that one cannot separate curriculum development from the people involved in the process or from those who will experience the curriculum. One cannot decontexualize the process (ibid:36). Yet , in the Non Technical Scientific Approach, there are many different curriculum approaches , namely :

1. 
   The Cyclical Approach
   

Sometimes , it's called the recycling or spiraling ; the purpose is to repeat language items throughout the syllabus; each time a language item is encountered more detail about it is added; this allows students to build on prior knowledge(Brown,2007:34).
A popular cyclic approach to such a process, prescribed by Nicholls and Nicholls (1981: 21) involves revisiting the steps: selecting objectives; selecting and organizing content; selecting and organizing methods; and evaluation (including assessment and feedback). The Nicholls’ cyclic approach emphasizes that the approach to content, not just the content itself, should be a key aspect of the curriculum development process. Most importantly, this approach draws attention to the need for curriculum evaluation.

2.