Emergent Curriculum Quotes

Think of a world where “Detachment”, “Gratitude” and “Empathy” were subjects included in every grade school’s curriculum. A new generation would emerge with an attitude of peace, contentment and an overall appreciation for everything and everyone

In theoretical, metaphorical terms, the idea I began to explore was this one: that teaching is nothing like the art of painting, where, by the addition of material to a surface, an image is synthetically produced, but more like the art of sculpture, where, by the subtraction of material, an image already locked in the stone is enabled to emerge. It is a crucial distinction.

Education is dominated by creationist thinking. The curriculum is too prescriptive and slow to change, teachers are encouraged to teach to the exam rather than to the pupils’ or their own strengths, the textbooks are infused with instructions about what to think instead of how to think, teaching methods are more about instructing than learning,

In a modern university curriculum, when physics students are first exposed to quantum mechanics, they are taught some version of these five rules. The ideology associated with this presentation—treat measurements as fundamental, wave functions collapse when they are observed, don’t ask questions about what’s going on behind the scenes—is sometimes called the Copenhagen interpretation of quantum mechanics. But people, including the physicists from Copenhagen who purportedly invented this interpretation, disagree on precisely what that label should be taken to describe. We can just refer to it as “standard textbook quantum mechanics.

we were disposed, when starting out, to use them as the basis for our practice in this new context. In our early work with professors, however, we were not in a position to impose rules. We soon discovered the folly of making any pronouncements about the amount of writing, for instance, which might distinguish a writing-intensive approach, and took it as our goal to find professors willing to experiment and to take some steps toward engaging more with writing. We were consultants with expertise in how to use and teach writing, and we suggested strategies and provided materials. The fact that those strategies were grounded in research and theory, and could be signaled as criteria emerged in our process of discussion with faculty about the rationale for adopting particular teaching strategies. The emphasis was on alternative pedagogies, not on a list of rules requiring compliance. Just as one does not need to know that a particular word in a sentence is functioning as an adjective in order to use adjectives, faculty also neither needed, nor were necessarily concerned, to associate a practice like revision with criteria for an as yet non-existent W-course. What eventually became official criteria were initially the elements that we encouraged according to what an individual faculty member was able and willing to accommodate. The early pilot courses overall represented all the elements that we would identify as foundational to effective practice in teaching writing, but in very few courses were all of the criteria present. Faculty members positioned themselves across a spectrum of starting points in their views of writing and its role in their courses. For many professors in the Arts and social sciences, the “writing-intensive” label simply acknowledged that their courses included substantial amounts of writing. For many in the Physical Sciences, the concept as applied to their courses could, at first glance,

YOU LEARNED ABOUT this period in high school: The standardized global curriculum calls for a month focused on it. Those decades just before the establishment of Shareholder Government, when we brought ourselves to the verge of a global breakdown. The system of economic interdependence created after World War II and reinforced after the Cold War had succeeded, more or less, in its original goal: keeping countries’ fortunes so intertwined that they could no longer afford major wars. Other benefits emerged as well. Fewer people were poor than ever before. Fewer infants died, fewer mothers. More children were enrolled in school, more young adults in universities. So many people in once-poor countries—China, India—were becoming rich that inequality between countries had fallen for the first time since the 1820s. This would seem like a positive development. But then why, the question had emerged forcefully at the turn of the twenty-first century, did people seem so upset, so convinced that the whole setup was bad for them? It had to do, it turned out, with fast-growing inequality within countries. If you were an Indian citizen who wasn’t among the newly rich, you weren’t gladdened by your countrymen’s suddenly acquired wealth. If you were an American or European who had always been poor, learning that children of Chinese peasants were becoming billionaires didn’t charm you. The defining sentiment of this late capitalist period was disaffection, and it began to take alarming forms. Mass murders became so frequent that they no longer trended on Social. Sure, you could go through the exercise of psychoanalyzing each killer in an attempt to classify him, as they used to, terrorist or psychopath, but what good did that do at this scale? The only useful conclusion was the broadest one, which was that the world order itself was making people murderous. But then, the politicians most equipped to address the unrest were those least invested in ending it. Race-baiting nationalists from oligarchical families began winning elections all over the world. It was the oldest trick around, promising the poor members of your own ethnic group that you’d help them become as rich as yourself, in large part by making sure that the poor members of other ethnic groups stopped stealing your group’s opportunities, thus dividing the poor so that they wouldn’t rise up together against the rich.

Fourth, we must integrate the curriculum by using a common descriptive language for innovation. There is no point in teaching a liberal arts and sciences curriculum that continues to fragment knowledge and creates specialists who cannot communicate across disciplinary lines. Education must focus on the trunk of the tree of knowledge, revealing the ways in which the branches, twigs, and leaves all emerge from a common core. Tools for thinking stem from this core, providing a common language with which practitioners in different fields may share their experience of the process of innovation and discover links between their creative activities. When the same terms are employed across the curriculum, students begin to link different subjects and classes.

Part of the ambiguity that students need to learn to deal with in the course of their preparation to serve and be served by the present society is that it is a high form of art to ask the right questions. But it is also unrealistic to expect that someone else has answers for them. I said at the outset that many of the questions students have asked me during these days I regard as unanswerable except as one ventures into some experience and learns to respond, in the situation, to the immediate problems one confronts. And to do this one must have learned how to open one’s awareness to receive insight, inspiration, in the moment of need. One must accept that only venturing into uncertainty with faith that if one is adequately prepared to deal with the ambiguity, in the situation, the answer to the questions will come. The certainty one needs to face the demanding situations of life does not lie in having answers neatly catalogued in advance of the experience. That, in fact, is a formula for failure—one is surprised, sometimes demoralized, by the unexpected. Dependable certainty (which we all need a lot of) lies in confidence that one’s preparation is adequate so that one may venture into the experience without pre-set answers but with assurance that creative insight will emerge in the situation when needed, and that it will be right for the situation because it is an answer generated in the situation. A liberal education provides the best context I know of for preparing inexperienced people to venture into the unknown, to face the inexactitude and the wildness, with assurance. But, having said that the conventional liberal arts curriculum is the best context for such preparation, I must also say that it usually does not contain the preparation—and it should.

Most plans or formulas force you to fit into their molds, imposing their structures on you. You can create your own “curriculum”.

The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier.

To invest successfully, you need not understand beta, efficient markets, modern portfolio theory, option pricing, or emerging markets. You may, in fact, be better off knowing nothing of these. That, of course, is not prevailing view at most business schools, whose finance curriculum tends to be dominated by such subjects. In our view, though, investment students need only two well-taught courses—How to Value a Business, and How to Think About Market Prices.

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