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[null,"1.","Record Nr.",null,"UNISA996208435303316"]
[null,null,"Autore",null,"Rafiq Islam M"]
[null,null,"Titolo",null,"Reconstituting the curriculum / / by M.R. Islam, Gary M. Zatzman, and Jaan Islam"]
[null,null,"Pubbl/distr/stampa",null,"Salem, Massachusetts : , : Scrivener Publishing, , [2014]"]
[{"$nulls":4},"©2014"]
[null,null,"ISBN",null,"1-118-86787-4"]
[{"$nulls":4},"1-118-86790-4"]
[{"$nulls":4},"1-118-86777-7"]
[null,null,"Descrizione fisica",null,"1 online resource (535 p.)"]
[null,null,"Disciplina",null,"375.001"]
[null,null,"Soggetti",null,"Education - Curricula"]
[{"$nulls":4},"Instructional systems"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; 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"]
[{"$nulls":4},"2.4.2 Individual & Social character of \"Acts of Finding Out\"2.4.3 The Milgram Program and HTM; 2.4.4 Post-9/11 Assaults on HTM; 2.4.5 Collective forms of HTM; 2.4.6 Determining and Distinguishing Individual and Collective Aspects of HTM: The Role of Delinearized History; 2.4.7 Destination of HTM; 2.5 Commodification of HTM; 2.6 HTM vs Commodification; 2.6.1 The Education System's Demands for Reform of Mechanism vs HTM's Need for Renewal of Organism; 2.6.2 \"Negating the Negation\": Eurocentrism as a Knowledge-Negating Criterion"]
[{"$nulls":4},"2.6.3 \"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 "]
[{"$nulls":4},"Development; 2.7.3 Science of Contemporary Technological Development; 2.8 Current Practices in Education; 2.8.1 Computerizing the \"Proof\" of Plagiarism: A Cautionary Tale; 2.9 The Need for the Science of Intangibles as the Basis for Education; 2.10 The Tangible-Intangible Nexus"]
[{"$nulls":4},"2.11 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 Fœtal Learning; 3.4 Aspects of Pre-School Learning and Early Development of Individuals' own Thought-Material; 3.5 Intention: Origins"]
[{"$nulls":4},"3.5.1 Intention: Anti-Nature direction of Current Modes of Development3.5.2 Intention: Introducing the Aphenomenal Model & its Mythological Emulation of Nature; 3.5.3 The Science of Intention; 3.6 Nature for Sale?; 3.6.1 Nature for Sale: Energy Compromised; 3.6.2 Nature for Sale: Air Compromised; 3.6.3 Nature for Sale: Water Compromised; 3.6.4 Nature for Sale: Food Compromised; 3.6.5 Nature for Sale: Efficiency Compromised; 3.7 Conclusions; 4 Fundamental Changes in Curriculum Development; 4.1 Introduction; 4.2 Struggle for Educational Reform: Internal and External Factors"]
[{"$nulls":4},"4.3 Muslim-Christian Conflict: A Delinearized Short History"]
[null,null,null,"Sommario/riassunto","This 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"]