Curriculum—Generation and Time

May 16, 2011

Most of us who are trained in school environments know what it does mean by subjects or lessons. In our elementary or high school environments, we might not have the clue on how these subjects are organized in such manner that shape us in way we think now. The subject matters we attend in schools molded our thinking machinery to certain extents. And thus the concept of curriculum and related aspects to us would be hard items to consider since we have no clue what is behind and who is behind on the subject matters. In fact we could have confused the teacher with those people who organize these subjects.

When we get mature and try to see things on the cause and effect approach, one could go further and consider things on their behind than what is on their face book and face value. Beyond these, one could have a chance to work related in the education bureau that is mainly engaged in the development of a curriculum, and one could have a better grasp on how each course is prepared and organized. In this case, curriculum becomes the most untidy and incomplete and unending task one undertakes. It is an exciting field of scope.

There is no thing “end”, “complete” in the world of curriculum as others do, but it needs cultivation and review at every time since this goes with the maturity and receptivity of pupils on the course material, and how every course is going to be delivered at every class and in what manner and the like. Thus curriculum development is influenced by the students it is designed for, teachers who implement it, school environment and policy related matter that makers this task very interesting and exciting and requires much energy than ever.

They say that there are certain requirement that every curriculum has to meet and these are epistemological aspect—what knowledge to be taught; ideological—whose knowledge is legitimate; political—controlling the selection and distributions of knowledge like who should study and the like; technical—how this should be taught; economical—how this knowledge should be linked to the distribution of goods and services currently available; and ethical—what value it provides. In this case, curriculum development is an arena that requires highly qualified individuals who remembers the past and can see the future.

When there is failure in the curriculum, there is failure in the subject matter one is to organize and this has direct impact on the teacher, student, work environment and the like. This means there is a failure in generation. Generations’ way of thinking or thinking machinery is mainly dependent upon the curriculum development, on the way it is organized, who organized and the like. When there is no conceptual ground on how a curriculum is designed, the education system in that given structure gets haphazard and paralyzed.

One of the major problems I used to observe in that working environment when I used to work for educational project funded by foreigners here was lack of qualified personnel who can think outside the box. In curriculum developments as I conversed with one of the specialist at that given point was the need to have personnel who can think beyond the problem and the box. Otherwise the curriculum that is going to be designed would be paralyzed due to lack of qualified people. Education is a tool that makes one to think, but does not make one a thinker automatically. It provides the tool, but it is up to the individual to utilize and make use of it to be a thinker required in that scope.

The failure in the thinking machinery is due to the failure of the curriculum. This is because due to the fact that curriculum contains policy matters that are linked to the political aspect which is the crucial element to decide on what type of curriculum on is to design. Politics play major role in such aspects in which any failure in any scope is related directly or indirectly to the political framework. In this area, experts and politicians have wide gap.

Someone explained to me regarding such gap and wide differences between politicians and experts (politicians here includes those experts working for them) by the Plato analogy of lines and points. Plato said lines are connection between points, in which there are many points in a given line. The politicians say there is only a line, there is no points and the like, but those experts say, there are many points in a given line. This is how they differ.

Politics shape this world thru the instrumentality of Medias. This is obvious. Politics have many ears, eyes, fingers and the like. But it still does not take the majority to safest island. Most people feel insecure to live in this world although politics has many sophisticated and complex organs. Most consider politics as a game, which should not be the case, and thus the whole world is a reflection of this huge drama and game. Hence, it becomes commendable to be vigilant on everyone since trust is not a required captain, but suspicion and manipulations are the ones who divert everything and anything.

We live in a word where information is not knowledge, and knowledge is not truth, and truth is not beauty, and beauty is in the eye of the beholder. As we pass by every valley, we govern something that makes us to change the way we think and what we think about things, and in this case, it is not possible to say that today and tomorrow can be the same, but in every toady, tomorrow is getting birth and new eye and new mind is required. It is good to think in certain cases that Today cannot decide the fate of tomorrow, though yesterday has an impact on our today, but today can give its own hope and future with its own good end. Change is an inevitable nature of this world. Famous Arab Writer Khalil Gibran said, “Say not I have found the truth, but I have found a truth”.

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