Eventually this may apply also to technical subjects, but in history for example what is often taught is eurocentred. Surely it is time to stop that? Psychology and psychiatry are culturally based and perhaps these need to be challenged as well. Surely the very nature of science needs reexamination and new course material looked at? Are the great books of the past really that great? Is literature graded by academics according to assumed accomplishments, done on a hierarchical basis, really the way to appreciate literary ability?
Should we redesign higher learning itself and base estimates on creative functions not data led prescriptive forms of understanding?
Yes, when everything changes, the reality in which education and science function also changes. The development of science is a source of many changes in the development of civilization. Among others, the level of digitization of education processes and data processing obtained from conducted research is increasing. It all affects the processes of education and changes, modifies, updates specific theories, content and knowledge about specific disciplines. In this regard, the content taught and curricula are also changing.
Greetings,
Dariusz Prokopowicz
We have always received answers by questioning only. So, whereever we have a doubt we should ask a question
In my view, knowledge is dynamic and therefore must keep evolving. Some knowledge of the past have become obsolete in today's world. It is therefor important that we constantly review our curriculum to meet the demands of the time. In my field, literary studies, most of the views we preach are eurocentric and we tend to use these views/theories/ideologies to judge the world. Every history should be as a result of the experiences of the people and not some other people.
For example, the way someone who live in a cold climate will design their clothing, houses, design their cars and preserve their food will cater for the cold clime, yet most of us who live in humid and hot climes tend to follow the designs of the people living in a cold environment. It is obvious those designs will be a misfit for our societies.
Happenings and experiences of people keeps changing, thus we must ensure we also change our ideologies as well as upgrade what we teach. Most institutions teach theories that are not very relevant to the survival of the youth we are grooming now. We need to engage these youth and prepare them for survival in the new world.
Adegbite, I agree with you, and indeed others here, wholeheartedly. The history for example that I was told is no longer valid. In Britain, although I no longer live there, Churchill's racist background is under scrutiny as it should be (always remembering his brilliance as an orator, writer and politician and he stands up well against present day politicians), in a reclassification of greatness, but perhaps we should look also at other subjects?
Stanley Wilkin , let's consider Science then. The studies of the past have greatly helped us to get to where we are today, but can it take us to the future? I will use Covid 19 as a case in study. The studies of the past catered for prevention and treatments of different viruses. But with the outbreak of this pandemic, scientists have shifted their focus to proffer solution to this pandemic. In the curriculum of viral studies (if there is anything like that), I am sure you will agree with me that it needs to be reviewed to cater for this new case. And same for several subjects. Engineering: With Covid 19, I am aware of institutions who have designed devices that can be used to fumigate or sanitize, etc.
I maintain that periodically, our curriculum should be reviewed to cater current trends and prepare us for the future.
I agree with you that the curriculum needs continuous revision .
Adegbite, exactly the response I have been looking for! Thanks! I am, and have been for years, looking at psychology and believe it is not as valid as people think. There are others, I suggest, in the medical and scientific fields.
i agree with you on Covid-19 and recognise that present scientific understanding is not enough. The methods used to successfully contain it are actually hundreds of years old.
Curriculum, methods and didactics of a subject are in need of constant and creative change as John Amos Comenius already observed (Let the main object... to seek and to find a method of instruction, by which teachers may teach less, but learners learn more).
Mastering the body of facts can today be fully automated, with respect to learning, teaching and knowledge selection (e.g. just finished such an automated course in Old Church Slavonic).
The next step in the learning process can best be mastered by practical projects (engagement) and a related discourse (reflection).
Currently, I can only see that bad pedagogics is going electronic.
Am in full agreement with your observations, dear Stanley Wilkin .
Your mentioned agenda will surely be realized by educational pioneers,
who do not care about honors, but who are real masters of their subject area.
______
We all know that art is not truth. Art is a lie that makes us realize truth, at least the truth that is given us to understand. Every act of creation is first an act of destruction. Learn the rules like a pro, so you can break them like an artist. Every child is an artist. The problem is to remain an artist once they grow up.
Pablo Picasso
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