LEADER 05271nam 2200685 450 001 996208435303316 005 20230803220639.0 010 $a1-118-86787-4 010 $a1-118-86790-4 010 $a1-118-86777-7 035 $a(CKB)2550000001172032 035 $a(EBL)1563067 035 $a(OCoLC)864414557 035 $a(SSID)ssj0001166990 035 $a(PQKBManifestationID)11657168 035 $a(PQKBTitleCode)TC0001166990 035 $a(PQKBWorkID)11128326 035 $a(PQKB)10226867 035 $a(OCoLC)868925585 035 $a(MiAaPQ)EBC1563067 035 $a(Au-PeEL)EBL1563067 035 $a(CaPaEBR)ebr10822342 035 $a(CaONFJC)MIL553337 035 $a(EXLCZ)992550000001172032 100 $a20111102h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReconstituting the curriculum /$fby M.R. Islam, Gary M. Zatzman, and Jaan Islam 210 1$aSalem, Massachusetts :$cScrivener Publishing,$d[2014] 210 4$dİ2014 215 $a1 online resource (535 p.) 300 $aDescription based upon print version of record. 311 $a1-118-47289-6 311 $a1-306-22086-6 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright Page; Dedication; Contents; Foreword; Acknowledgments; Preface; 1 Introduction; 1.1 Widespread malaise - a Summary; 1.2 Thought as Material; 1.3 Renewal of Thought-Material Resources and the Nature-Science Approach; 1.3.1 Education as Thought-Material processing; 2 Curriculum - The Place Where Tangible Content Wrestles Intangible Process; 2.1 Introduction; 2.2 What is 'Human Thought Material'?; 2.3 Why This Starting Point?; 2.4 HTM from the Nature-Science Standpoint; 2.4.1 "Acts of Finding Out" as the basic Quanta of HTM 327 $a2.4.2 Individual & Social character of "Acts of Finding Out"2.4.3 The Milgram Program and HTM; 2.4.4 Post-9/11 Assaults on HTM; 2.4.5 Collective forms of HTM; 2.4.6 Determining and Distinguishing Individual and Collective Aspects of HTM: The Role of Delinearized History; 2.4.7 Destination of HTM; 2.5 Commodification of HTM; 2.6 HTM vs Commodification; 2.6.1 The Education System's Demands for Reform of Mechanism vs HTM's Need for Renewal of Organism; 2.6.2 "Negating the Negation": Eurocentrism as a Knowledge-Negating Criterion 327 $a2.6.3 "Education" as a Universal Process Conditioned by the Needs of Particular Social Formations2.6.4 Emergence of Curriculum - Root/Pathway Analysis; 2.7 Skills Development versus Learning from Acts of "Finding Out"; 2.7.1 Introduction; 2.7.2 Technology Development; 2.7.3 Science of Contemporary Technological Development; 2.8 Current Practices in Education; 2.8.1 Computerizing the "Proof" of Plagiarism: A Cautionary Tale; 2.9 The Need for the Science of Intangibles as the Basis for Education; 2.10 The Tangible-Intangible Nexus 327 $a2.11 The Encounter between European and Islamic Outlooks - a Delinearized History2.11.1 The Contributions of Greek philosophy and Other Cultural achievements to Islamic scholarship; 2.11.2 What is New in this Proposed Curriculum; 2.12 Final Words About Education and Training; 3 Intention: Its Individual and Social Purposes; 3.1 Introduction; 3.2 Human Thought Material: A "Root + Pathway" Analysis; 3.3 F?tal Learning; 3.4 Aspects of Pre-School Learning and Early Development of Individuals' own Thought-Material; 3.5 Intention: Origins 327 $a3.5.1 Intention: Anti-Nature direction of Current Modes of Development3.5.2 Intention: Introducing the Aphenomenal Model & its Mythological Emulation of Nature; 3.5.3 The Science of Intention; 3.6 Nature for Sale?; 3.6.1 Nature for Sale: Energy Compromised; 3.6.2 Nature for Sale: Air Compromised; 3.6.3 Nature for Sale: Water Compromised; 3.6.4 Nature for Sale: Food Compromised; 3.6.5 Nature for Sale: Efficiency Compromised; 3.7 Conclusions; 4 Fundamental Changes in Curriculum Development; 4.1 Introduction; 4.2 Struggle for Educational Reform: Internal and External Factors 327 $a4.3 Muslim-Christian Conflict: A Delinearized Short History 330 $aThis inspiring work presents a truly knowledge-based approach to education as an alternative to the current curriculum that is based on consolidating pre-conceived ideas. It demonstrates the advantages of the new curriculum, both in terms of acquiring knowledge and preventing current problems such as technological disasters, global injustice, and environmental destruction. It also shows how it can eliminate plagiarism, low retention in classrooms, non-representative grading, and other common problems. Examples are given from various disciplines, ranging from science and engineering to philosop 606 $aEducation$xCurricula 606 $aInstructional systems 615 0$aEducation$xCurricula. 615 0$aInstructional systems. 676 $a375.001 700 $aRafiq Islam$b M$0859977 701 $aZatzman$b Gary$0859978 701 $aIslam$b Jaan$0859979 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996208435303316 996 $aReconstituting the curriculum$91918963 997 $aUNISA