Comparative content analysis of philosophy course curricula in 2018 and in 2024

The purpose of this study is to demonstrate how each program conforms to the presumption that its objectives and content are organized in accordance with the Spiral Curriculum method by comparing the Philosophy course curricula for 2018 and 2024. The study was conducted through document analysis using a qualitative research approach and descriptive analysis. The data was examined using an analytical framework based on four main elements drawn from the Spiral Curriculum approach: content, skills, repetition, and functionality. The analysis was restricted to the documents of the Philosophy course curricula for the years 2018 and 2024. With an emphasis on ideas pertaining to the philosophical domains of ontology, epistemology, and axiology, the results show that although the 2018 curriculum has a conceptually narrow focus, the 2024 curriculum covers a greater variety of related ideas, especially in areas like the content framework and teaching-learning experiences. Furthermore, both systems have a hierarchical structure in terms of advancement, with content moving from general to specialized, from simple to complicated, and from the known to the unknown. The 2018 curriculum views 11th-grade units as an extension of the philosophical themes introduced in 10th grade, framed within the historical context of philosophy. In contrast, the 2024 curriculum integrates philosophy into wider contexts for the 11th grade, including aspects like life, environment, law, literature, and technology. It was also determined that both curricula offer a framework that facilitates the revisiting and elaboration of 10th-grade topics when suitable. While the 2018 curriculum features outcome statements that indicate the practical use of the content, the 2024 curriculum focuses more on intensive and practical applications within the teaching-learning experiences section, with the goal of promoting lasting learning and aligning the content with modern life.