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.
