Reconstituting The Curriculum

Reconstituting the Curriculum

Based on groundbreaking new ideas, this treatise signals a return to a rebuilding and reshaping of the curriculum as the primary tool for education This book presents a new definition of "curriculum" and what it should consist of, with a view toward creating a more ethical, educated, and thinking person. Rather than treating students as "products" for society, this approach returns to a view of the curriculum as a tool for educating students to reason through problems, be bold in creating new solutions, and contribute to a more vibrant, just world. The university curriculum introduced in the post-Renaissance era, dominated by doctrinal philosophy, is based on "learning" or "skill development," suitable for creating a "learned" society that would eventually serve the establishment. This curriculum has been promoted as the only form suitable for the modern education system. It has introduced a tremendous amount of tangible advancement in all fields of the structured education system. These tangible gains are often promoted as "knowledge." This has created confusion between education (acquiring knowledge) and learning, training or skill development. This book seeks to clarify the difference between these two divergent views of education. It has been shown that the current curriculum is not conducive to increasing a student's knowledge because it is based on consolidating preconceived ideas that have been either passed on from previous generations or gained through personal experience. In most cases, this mode of cognition will not create a pathway for gaining knowledge that brings one closer to discovery. The term "education," on the other hand, is always meant to be a process of "bringing forth" one's inherent qualities and unique traits, necessary and sufficient for increasing one's knowledge.

Reconstituting the Curriculum

This inspiring work presents a truly knowledge-based approach to education as an alternative to the current curriculum that is based on consolidating pre-conceived ideas. It demonstrates the advantages of the new curriculum, both in terms of acquiring knowledge and preventing current problems such as technological disasters, global injustice, and environmental destruction. It also shows how it can eliminate plagiarism, low retention in classrooms, non-representative grading, and other common problems. Examples are given from various disciplines, ranging from science and engineering to philosophy and law.

Reconstitution at Berkeley