Curriculum Mapping Quotes

The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that no longer offer important work to do. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with significance.

In school, we did not study world maps, because international geography, as a subject, had been long ago phased out of state curriculums. America was the world; there was no sense of America being one country on a planet of many countries. Even the Soviet Union seemed something more like the Death Star, flying overhead and ready to laser us to smithereens, than a country with people in it.

Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. Bells are the secret logic of school time; their logic is inexorable. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference.

A curriculum map is exactly that—a map. And maps should inspire possibilities rather than limit options.

If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook. And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone. If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault. That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.' What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.

The fifth principle emphasizes another human strength: whenever possible, we should take measures to re-spatialize the information we think about. We inherited “a mind on the hoof,” as Andy Clark puts it: a brain that was built to pick a path through a landscape and to find the way back home. Neuroscientific research indicates that our brains process and store information—even, or especially, abstract information—in the form of mental maps. We can work in concert with the brain’s natural spatial orientation by placing the information we encounter into expressly spatial formats: creating memory palaces, for example, or designing concept maps. In the realm of education research, experts now speak of “spatializing the curriculum”—that is, simultaneously drawing on and strengthening students’ spatial capacities by having them employ spatial language and gestures, engage in sketching and mapmaking, and learn to interpret and create charts, tables, and diagrams. The spatialized

The disabling force of debt was recognized more clearly in the 18th and 19th centuries (not to mention four thousand years ago in the Bronze Age). This has led pro-creditor economists to exclude the history of economic thought from the curriculum. Mainstream economics has become censorially pro-creditor, pro-austerity (that is, anti-labor) and anti-government (except for insisting on the need for taxpayer bailouts of the largest banks and savers). Yet it has captured Congressional policy, universities and the mass media to broadcast a false map of how economies work. So most people see reality as it is written – and distorted – by the One Percent. It is a travesty of reality.

Girls and young women are also starving because the women’s movement changed educational institutions and the workplace enough to make them admit women, but not yet enough to change the maleness of power itself. Women in “coeducational” schools and colleges are still isolated from one another, and admitted as men manqué. Women’s studies are kept on the margins of the curriculum, and fewer than 5 percent of professors are women; the worldview taught young women is male. The pressure on them is to conform themselves to the masculine atmosphere. Separated from their mothers, young women on campus have few older role models who are not male; how can they learn how to love their bodies? The main images of women given them to admire and emulate are not of impressive, wise older women, but of girls their own age or younger, who are not respected for their minds. Physically, these universities are ordered for men or unwomaned women. They are overhung with oil portraits of men; engraved with the rolling names of men; designed, like the Yale Club in New York, which for twenty years after women were admitted had no women’s changing room, for men. They are not lit for women who want to escape rape; at Yale, campus police maps showing the most dangerous street corners for rape were allegedly kept from the student body so as not to alarm parents. The colleges are only marginally concerned with the things that happen to women’s bodies that do not happen to the bodies of the men. Women students sense this institutional wish that the problems of their female bodies would just fade away; responding, the bodies themselves fade away.

Rapid learning techniques like chunking, mapping, or outlining can be employed to create a well-structured and organized curriculum to facilitate understanding and retention.

As homeschooling moms we want the best for our children. We want to give them all that is offered out there. But when we fill up our homes with so much stuff, we are doing just that. Filling up. Then we need to constantly organize, and we find we are just moving piles around. Make a list of the things that are absolutely essential. For example core curriculum books, supplies, etc. Then look around and see what is just fluff-those extra maps, flashcards, games, puzzles {with missing pieces}, etc. Decide what is necessary. Then look around and see what is just taking up space.

So when I went to school, I studied a Jordanian curriculum. We never studied anything about Palestine or its history. We never saw a Palestinian map. We studied the history of Jordan, of China, of Germany, of England—I remember learning about all the families who ruled England—but nothing connected to our history, nothing connected to our geography, nothing connected to our culture.

we’ve been taught to think small, to stay within the lines, to fit in and follow the rules, other people’s rules. These rules are designed to help us fit into society, but they work counter to our innate desire to achieve Level 10 success. Nowhere in my formal education was I taught how to think outside the box, explore my unique gifts, or discover which rules the world’s most successful people played by, which would have given me a clear road map showing me the way to join them. Where was that curriculum? The standard life track is to go to school, get a steady job, and work until you’re sixty-five, when hopefully you’ll have enough money for a mediocre retirement. We are conditioned to be responsible, docile, and average—to fit in. But all of this behavior is learned. It has nothing to do with the person that you are or, rather, can choose to be. Eventually we learn to distrust our own instincts and become cynical toward ourselves. We see people who achieve extraordinary success as outliers. They are “different.” Starting from childhood and over many years, we are conditioned by other people’s beliefs about what is possible for us.

If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door.

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