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Submit a ProposalReconstituting the Curriculum
 | By M. R. Islam Copyright: 2014 | Status: Published ISBN: 9781118472897 | Hardcover | 529 pages Price: $89.95 USD  |
One Line Description
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.
Audience
Educators or anyone interested in education and the state of the curriculum. This book is accessible for a broad audience, from engineers and scientists to doctors and lawyers and anyone else interested in this important subject.
Educators or anyone interested in education and the state of the curriculum. This book is accessible for a broad audience, from engineers and scientists to doctors and lawyers and anyone else interested in this important subject.
Description
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 tremendous amount of tangible advancement in all fields of the structured education system. These tangible gains are then promoted as 'knowledge'. This has created confusion between education (acquiring knowledge) and learning, training or skill development.
This book aims at clarifying the difference between the two. It is shown that the current curriculum is not conducive to increasing knowledge because it is based actually on consolidating pre-conceived ideas that are either passed on from previous generations or gained through personal experiences. In most cases, this mode of cognition will not create a pathway for gaining knowledge that is closer to discovery of the truth. The term 'education', on the other hand, always meant to be a process of 'bringing forth' one's inherent qualities and unique traits that are both necessary and sufficient for increasing one's knowledge.
This book presents a truly knowledge-based curriculum and shows the divergence between the knowledge-based curriculum and the learning- or training-based curriculum in the knowledge space. It is shown that the two curricular systems demonstrate their diverging natures by both their sources and the final outcomes. Examples of outcomes are given from various disciplines, ranging from science and engineering to philosophy and law. Finally, advantages of the new curriculum are demonstrated, both in terms of acquiring knowledge and preventing current problems, such as technological disasters, global injustice, and environmental destruction. Also presented is the way the new curriculum can eliminate some of the common problems with the currently used curriculum, such as plagiarism, low retention in classrooms, non-representative grading, and others. This book shows how the new curriculum is appealing for both the short-term and the long-term.
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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 tremendous amount of tangible advancement in all fields of the structured education system. These tangible gains are then promoted as 'knowledge'. This has created confusion between education (acquiring knowledge) and learning, training or skill development.
This book aims at clarifying the difference between the two. It is shown that the current curriculum is not conducive to increasing knowledge because it is based actually on consolidating pre-conceived ideas that are either passed on from previous generations or gained through personal experiences. In most cases, this mode of cognition will not create a pathway for gaining knowledge that is closer to discovery of the truth. The term 'education', on the other hand, always meant to be a process of 'bringing forth' one's inherent qualities and unique traits that are both necessary and sufficient for increasing one's knowledge.
This book presents a truly knowledge-based curriculum and shows the divergence between the knowledge-based curriculum and the learning- or training-based curriculum in the knowledge space. It is shown that the two curricular systems demonstrate their diverging natures by both their sources and the final outcomes. Examples of outcomes are given from various disciplines, ranging from science and engineering to philosophy and law. Finally, advantages of the new curriculum are demonstrated, both in terms of acquiring knowledge and preventing current problems, such as technological disasters, global injustice, and environmental destruction. Also presented is the way the new curriculum can eliminate some of the common problems with the currently used curriculum, such as plagiarism, low retention in classrooms, non-representative grading, and others. This book shows how the new curriculum is appealing for both the short-term and the long-term.
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Author / Editor Details
M. R. Islam is Professor of Petroleum Engineering at the Civil and Resource Engineering Department of Dalhousie University, Canada. He has over 700 publications to his credit, including 6 books. He is on the editorial boards of several scholarly journals, and, in addition to his teaching duties, he is also director of Emertec Research and Development Ltd. and has been on the boards of a number of companies in North America and overseas.
M. R. Islam is Professor of Petroleum Engineering at the Civil and Resource Engineering Department of Dalhousie University, Canada. He has over 700 publications to his credit, including 6 books. He is on the editorial boards of several scholarly journals, and, in addition to his teaching duties, he is also director of Emertec Research and Development Ltd. and has been on the boards of a number of companies in North America and overseas.
Gary Zatzman has decades of investigative journalism, teaching experience, dozens of articles in technical journals, and three previously published books — Sustainable Resource Development, Sustainable Energy Pricing and Economics of Intangibles (with M.R. Islam).
Jaan Islam is the executive editor of Ummah Youth Journal published from Halifax, Nova Scotia. He has been involved in research in social science as well as technology development and has published a number of papers in USA. His documentary based on the Book: Greening of Petroleum Operations has been shown in several universities in Canada.
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BISAC SUBJECT HEADINGS
EDU007000: EDUCATION / Curricula
EDU034000: EDUCATION / Educational Policy & Reform / General
EDU000000: EDUCATION / General
BIC CODES
JNA: Philosophy & theory of education
JNB: History of education
JNKC: Curriculum planning & development
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