CCR Concept Final - Charles...

© Charles Fadel – All Rights Reserved

www.curriculumredesign.org

© Charles Fadel – All Rights Reservedwww.curriculumredesign.org

Redesigning the Curriculum


We are already buffeted

GlobalizationFinancial Meltdown

OverconsumptionGlobal Warming


Volatility

Uncertainty

Complexity

Ambiguity

And thrown into


The stakes have never been higher

George Orwell, “1984”


We know the benefits of Learning

Learning

$ € ¥

£元

Economic

competitiveness

Lifelong

personal

prosperity

Social &

environmental

wellbeing


Yet,

Curriculum reflects the late 1800’s


And not today’s world


Nor tomorrow’s


In the age of exponential technologies…


…technology and education are in a race

Industrial Revolution

Social pain

Social pain

Prosperity

Technology

Education

Digital Revolution


To address the issues we need

deeper learningCharacter:• Adaptability

• Resilience

• Persistence

• Ethics, etc.

Skills:• Creativity/Innovation

• Critical thinking

• Communication

• Collaboration, etc.

Relevant Knowledge in:• Languages

• Humanities/Arts

• Science/Technology/Engineering/Math


Yet Curriculum has evolved slowly

Ancient Greece & Rome

Ancient Greece & Rome

Early Christianity & Middle Ages

Early Christianity & Middle Ages

Renaissance & EnlightenmentRenaissance & Enlightenment

Modern Industrial

Era

Modern Industrial

EraTodayToday

History

Music

Art

Philosophy & Ethics

Hu

ma

nit

ies

Arithmetic

Geometry

Astronomy

Biology, Chemistry, Physics

Algebra, Trigonometry, Calculus ST

EM

Reading, Writing

Literature

Oratory

Rhetoric

Grammar, Handwriting, Spelling

Greek, Latin

Contemporary Languages incl. 2nd language

La

ng

ua

ge


While students beg for relevance


Now Neuroscience explains why

Cortical plasticity is conditional upon relevance

Doing fosters deeper learning via transfer mechanisms


This is not a new debate

Latin

Greek

English*

Reading*

Writing*

Arithmetic*

British Grammar

School Subjects

c. 1800

* usually optional

French

German

Spanish

Handwriting

Bookkeeping

Drawing

Geometry

Astronomy

Geography

Rhetoric

Oratory

Morality

Natural Philosophy

History

Natural History

Mechanics

Gardening

Benjamin Franklin’s

Philadelphia Academy

Subjects


It is humankind’s wisdom

Confucius (551-479 BC):

“I hear and I forget, I see

and I remember, I do

and I understand”

Michel de Montaigne (1533-1592 AD):

“rather a mind shaped than a head full”


So it is grand time to actunless we want a Dickensian society


We are facing ourselves

“We have evolved traits [such as group selfishness]

that will lead to humanity's extinction – so we

must learn how to overcome them”Christian de Duve

Nobel prize in Medicine 1974


So imagine if we rethink What is taught

Knowledge

Character

Skills


Rebalance education

Practical Theoretical


Reassess Knowledge for relevance


Learn Skills


Build Character


Harness interdisciplinarity


Leveraging our entire selves


We will solve societal crises


We will improve economic prosperity


We will provide personal fulfillment


For a better world


With a special “Thank You” to the

Fondation Henri Moser (Geneva, Switzerland)

for its support and trust


Sources & Credits

• P2: “In the Hollow of a Wave off the Coast at Kanagawa” 18th century by Katsushika Hokusai, Metropolitan

Museum, NY

• P3: Denise Caron

• P4: George Orwell, “1984”

• P6: Robert Doisneau

• P8: Aaron Kobler

• P10: Inspired by Golding/Katz “The race between technology and education” 2008 Belknap Press

• P12: research by UPenn GSE

• P13: The New Yorker

• P14: Relevance (Ruytjens et al., 2006; Weinberger, 2008; Winer and Schreiner, 2011)

• P18: “Genetics of original sin” Yale University Press

• P25: From an inscription used by Charles Voysey, Britain 1896

• P29: http://www.flickr.com/photos/bingramos/126661740/sizes/o/in/photostream/

• Other sources off the internet – with thanks to their creators

We sincerely thank all creators of content whose work we have featured. All content is used for

non-profit education work, under the “Fair Use” doctrine of copyright laws.

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