classes ::: the School, the Student,
children :::
branches ::: the Curriculum

bookmarks: Instances - Definitions - Quotes - Chapters - Wordnet - Webgen


object:the Curriculum
class:the School
class:the Student

--- CONCEPTION
- the aim with this curriculum is to explore and fill out as much of the treasures I am missing. There are many wonderful things to learn about. I guess it would be natural to proceed from grade 1 to however far I can continually conceive. What education can prepare one to surf upon the Infinite, or hold it in a cup, or express it in song, or dance with its greatest mysteries?

--- NOTES
2021-01-21 - in my perceived limits of my education through-out life, brings the need to figure out what it could be and rectify it. I can imagine there could be similar things already in practice, but I havent found them yet. especially a strong grade 1-2o or something. For some things are perhaps too advanced for quite a long time, and education ideally continues forever, perhaps always increasing in span and depth, integrating.

- earliest years - I am unsure if and what should be mandatory as I could imagine someone soaring genius blazing their unique path. Perhaps subjects are optional but certain wider categories must all be touched. since things also overlap if taught from a wide perspective. Also perhaps the highest abstractions or the most basic building blocks should obviously be covered like perhaps reading, writing, math. Perhaps the lowest ages is mainly a hyper wide exposure to find passions and let curiousity carry itself. Activities would be meant to interest, entertain, create awe and wonder, spark curiosity, and to teach the basics. what those basics are need to be determined, and if missing learnt.

- poetry location? - thinking about how Sri Aurobindo seemed to write most poetry both early and later on; this thought came to me as I was contemplating my preference in writing Poetically, but eventually like Sri Aurobindo I will have to work to express myself, perhaps, on lower levels, to translate. Naturally. Though I dont like doing it. anyways so that lead to where does Poetry go? as it seems like real Poetry isnt really possible till much later in life id imagine, perhaps. Its not a good example perhaps, because in likely most cases the "real" form of a subject is its divine heights imo. So real poetry is like God-symbols, God-forms, hyper compressed data evolving images kind thing. Though I am likely very off as I am still young and real poetry seems for when one is older as I said. Though theres also the importance of learning to channel from above with Poetry, and also then of interpretation and becoming aware of those places and visiting them perhaps. Anyways so I am confused where poetry should go. But for now I feel like at least early and late, though always available. For youth poetry should be stretched to encompass everything beautiful, true, and good perhaps. For strands of cryptic words are unlikely interesting to kids. the poetry could almost be objectified, give form and explored that way, I am not sure how good kids are with metaphors.

--- ISSUES
I seem to switch between making and education for myself and for others. this is tricky because the same limits need not apply on my studies of the early subjects, as since I am older it would be a waste to not highlight the highest elements. But if it is to be made in practice for others, then I need to become much better aware of the limits are various stages of development. I do suck at translating, which is a partial laziness on my part.



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now begins generated list of local instances, definitions, quotes, instances in chapters, wordnet info if available and instances among weblinks


OBJECT INSTANCES [0] - TOPICS - AUTHORS - BOOKS - CHAPTERS - CLASSES - SEE ALSO - SIMILAR TITLES

TOPICS
SEE ALSO


AUTH

BOOKS
Full_Circle
Modern_Man_in_Search_of_a_Soul
The_Republic

IN CHAPTERS TITLE

IN CHAPTERS CLASSNAME

IN CHAPTERS TEXT
1.02_-_The_Child_as_growing_being_and_the_childs_experience_of_encountering_the_teacher.
1.045_-_Piercing_the_Structure_of_the_Object
1.48_-_Morals_of_AL_-_Hard_to_Accept,_and_Why_nevertheless_we_Must_Concur
2.1.4.2_-_Teaching
Talks_With_Sri_Aurobindo_2

PRIMARY CLASS

the_School
the_Student
SIMILAR TITLES
the Curriculum

DEFINITIONS


TERMS STARTING WITH


TERMS ANYWHERE

blo rigs. [alt. blo rig] (lorik). In Tibetan, "mind and reasoning," "categories of mind" or "mind and awareness" (when spelled blo rig); a genre of Tibetan monastic textbook literature (yig cha) that sets forth the categories of mind so that beginners can learn the basic concepts of Buddhist epistemology and logic. This genre supplements, or is a subset of, the "collected topics" (BSDUS GRWA) genre of textbook that forms the basis of the curriculum during the first years of study in many Tibetan monasteries. The categories of mind are not fixed, but usually include subdivisions into seven, three, and pairs. The seven minds range on a scale from wrong consciousness (log shes), through doubt, assumption, and inference (ANUMANA), to direct perception (PRATYAKsA); among the contrasting pairs of minds are "sense consciousness" (dbang shes) via the sense faculties (INDRIYA) and "mental consciousness" (yid shes) based on MANAS; minds that are tshad ma ("valid") and tshad min ("invalid"); conceptual (rtog bcas) and nonconceptual minds (rtog med); and minds that have a specifically characterized (SVALAKsAnA) appearing object (snang yul) and a generally characterized (SAMANYALAKsAnA) appearing object. The last of the contrasting pairs is primary and secondary minds, or minds (CITTA) and mental factors (CAITTA). Longer discussion of this topic includes a discussion of the fifty-one mental factors in several subcategories. The explanation of mind in blo rigs draws mainly on terminology found in DHARMAKĪRTI's PRAMAnAVARTTIKA and its commentarial tradition, as well as the ABHIDHARMAKOsABHAsYA.

Body_of_knowledge ::: (BOK:) refers to the core teachings and skills required to work in a particular field or industry. The body of knowledge (BOK) is usually defined by professional associations or societies. Members of the profession outline what is needed to do their jobs and that forms the foundation for the curriculum of most professional programs or designations. People seeking to enter the profession must display their mastery of the body of knowledge in order to receive accreditation that enables them to practice these skills. Candidates usually demonstrate their mastery of the body of knowledge by passing rigorous examinations. These exams can be a single session or the accreditation can be done level by level, requiring a person to practice at a particular level for a set amount of time before challenging the next level.   BREAKING DOWN 'Body of Knowledge - BOK'   Body of knowledge is a more formal way of referring to things we more commonly call core competencies and required skills today. Not unlike a job advertisement, the body of knowledge is a list of things you must know and things you must be able to do before you will be accepted as a professional by the organization doing the accreditation. Universities have a defined body of knowledge that a student must demonstrate their familiarity with before being granted a degree. Trades have a body of knowledge that an apprentice works through in order to become a full journeyman of the trade. The actual contents of the body of knowledge for a particular profession evolves over time. This is one of the reasons that associations are often in charge of accreditation, as it is very difficult for people outside of a particular industry to keep up with new techniques and developments.

bshad grwa. (shedra). In Tibetan, lit. "commentarial institution" or simply "teaching institute"; a part of a monastic complex devoted to the study of scripture, sometimes contrasted with a meditation center (sgrub khang, literally "practice house"). The institution possibly originates with SA SKYA PAndITA who in his Mkhas pa la 'jug pa'i sgo proposed a model of intellectual inquiry based on exposition, composition, and debate. In a traditional bshad grwa, the teacher explains line by line an authoritative Indian text, often referring to a Tibetan commentary; this may be followed by a formal period of debate; the teacher then calls on the monks during the next class to give an explanation of the part of the Indian text they have learned. The bshad grwa is contrasted with the RTSOD GRWA (tsodra) "debating institution," the origins of which may go back to the model of study followed in BKA' GDAMS monasteries like GSANG PHU NE'U THOG. The best known rtsod grwa are the six great DGE LUGS monasteries of pre-1959 Tibet, which rarely emphasized the ability to give an explanation of the Indian text, but rather followed strict debating periods where particular points of doctrine were investigated in great detail. In the rtsod grwa, debate was raised to a high level, forming a central part of the curriculum, and the examination system that provided access to important and remunerative ecclesiastical postings in the Dge lugs establishment was based almost entirely on debating, as distinct from the ability to give a full commentary on an Indian text. The bshad grwa appears to have gained particular importance in areas of Khams, in Eastern Tibet, after the rise of the so-called RIS MED (rime) movement in the nineteenth century; of particular note there is the Khams bye bshad grwa in the RDZONG GSAR region of SDE DGE, and the considerable number of new bshad grwa opened by learned monks from the Khams region as annexes of older monasteries that earlier were devoted entirely to ritual. See RDZONG GSAR.

dge bshes. (geshe). A Tibetan abbreviation for dge ba'i bshes gnyen, or "spiritual friend" (S. KALYĀnAMITRA). In early Tibetan Buddhism, the term was used in this sense, especially in the BKA' GDAMS tradition, where saintly figures like GLANG RI THANG PA are often called "geshe"; sometimes, however, it can have a slightly pejorative meaning, as in the biography of MI LA RAS PA, where it suggests a learned monk without real spiritual attainment. In the SA SKYA sect, the term came to take on a more formal meaning to refer to a monk who had completed a specific academic curriculum. The term is most famous in this regard among the DGE LUGS, where it refers to a degree and title received after successfully completing a long course of Buddhist study in the tradition of the three great Dge lugs monasteries in LHA SA: 'BRAS SPUNGS, DGA' LDAN, and SE RA. According to the traditional curriculum, after completing studies in elementary logic and epistemology (BSDUS GRWA), a monk would begin the study of "five texts" (GZHUNG LNGA), five Indian sĀSTRAs, in the following order: the ABHISAMAYĀLAMKĀRA of MAITREYANĀTHA, the MADHYAMAKĀVATĀRA of CANDRAKĪRTI, the ABHIDHARMAKOsABHĀsYA of VASUBANDHU, and the VINAYASuTRA of GUnAPRABHA. Each year, there would also be a period set aside for the study of the PRAMĀnAVĀRTTIKA of DHARMAKĪRTI. The curriculum involved the memorization of these and other texts, the study of them based on monastic textbooks (yig cha), and formal debate on their content. Each year, monks in the scholastic curriculum (a small minority of the monastic population) were required to pass two examinations, one in memorization and the other in debate. Based upon the applicant's final examination, one of four grades of the dge bshes degree was awarded, which, in descending rank, are: (1) lha rams pa, (2) tshogs rams pa, (3) rdo rams pa; (4) gling bsre [alt. gling bseb], a degree awarded by a combination of monasteries; sometimes, the more scholarly or the religiously inclined would choose that degree to remove themselves from consideration for ecclesiastical posts so they could devote themselves to their studies and to meditation practice. The number of years needed to complete the entire curriculum depended on the degree, the status of the person, and the number of candidates for the exam. The coveted lha rams pa degree, the path to important offices within the Dge lugs religious hierarchy, was restricted to sixteen candidates each year. The important incarnations (SPRUL SKU) were first in line, and their studies would be completed within about twelve years; ordinary monks could take up to twenty years to complete their studies and take the examination. Those who went on to complete the course of study at the tantric colleges of RGYUD STOD and RYUD SMAD would be granted the degree of dge bshes sngags ram pa.

'Jam dbyangs mkhyen brtse Chos kyi blo gros. (Jamyang Khyentse Chokyi Lodro) (1893-1959). A Tibetan visionary closely associated with what is known as the RIS MED or nonsectarian movement, in eastern Tibet. He is sometimes known as Rdzong gsar mkhyen brtse (Dzongsar Khyentse) due to his affiliation with RDZONG GSAR monastery in Khams, eastern Tibet. He was recognized by 'JAM MGON KONG SPRUL as one of five reincarnations of 'JAM DBYANGS MKHYEN BRTSE DBANG PO. At KAḤ THOG monastery, he studied both the treasure texts (GTER MA) discovered by his previous incarnation as well as the curriculum of Indian texts. At the age of fifteen, he was appointed abbot of Rdzongs gsar. This remained his base for much of his life, but he traveled widely, receiving instruction from BKA' RGYUD, SA SKYA, and RNYING MA teachers. At the age of fifty-six, he married and went into retreat in a hermitage above Rdzongs gsar but also continued to give teachings. In 1955, he made a final pilgrimage to the sacred sites of Tibet and then went to Sikkim, where he died in 1959. Over the course of his life, he served as a teacher to many of the twentieth century's greatest Tibetan Buddhist masters.

Lo chen Dharma Shri. (1654-1717). Eminent scholar of the RNYING MA sect of Tibetan Buddhism. He was the younger brother of the founder of SMIN GROL GLING monastery, GTER BDAG GLING PA. More scholarly than his older brother, his collected works cover the entire range of traditional subjects, including astrology, VINAYA, and TANTRA, filling twenty volumes. Particularly important is his detailed explanation of Mnga' ris pan chen Padma dbang rgyal's (Ngari Panchen Pema Wangyel) SDOM GSUM RNAM NGES, his Sdom pa gsum rnam par nges pa'i 'grel ba legs bshad ngo mtshar dpag bsam gyi snye ma, the study of which forms the central part of the curriculum of many Rnying ma BSHAD GRWA (monastic schools).

Rgyud smad. (Gyume). In Tibetan, the "Lower Tantric College," one of two major DGE LUGS centers for tantric studies in LHA SA, together with RGYUD STOD. Prior to his death in 1419, TSONG KHA PA is said to have enjoined his disciple Rgyud Shes rab seng ge (1383-1445) to spread his tantric teachings. In 1432, he founded a tantric college in the Sras district of Gtsang called the Sras rgyud grwa tshang (the "tantric college of Se") or as the Gtsang stod rgyud (the "tantric [college] of Tsang, the upper [region]"). The term stod, lit. "upper" in Tibetan, also means "western" and is sometimes used as a synonym for Gtsang, the province to the west of the central province of Dbus. In 1433, he returned to Lha sa and founded Rgyud smad grwa tshang, or the "tantric college of lower [Tibet])." The term smad, literally "lower," also means "eastern." In 1474, Shes rab seng ge's disciple, Rgyud chen Kun dga' don grub, left Rgyud smad when he was not selected as the abbot. He later founded another tantric college in Lha sa, which he called Dbus stod 'Jam dpal gling grwa tshang or the "Garden of MANJUsRĪ College of Upper Ü." It eventually became known as Rgyud stod. Shortly after its founding, it moved to the RA MO CHE temple in Lha sa. Hence, the the standard translations "lower tantric college" for Rgyud smad and "upper tantric college" for Rgyud stod have no implications of hierarchy or curricular gradation, but refer simply to the geographical locations of the institutions from which they evolved. Monks from the three great Dge lugs monasteries of Lha sa ('BRAS SPUNGS, SE RA, and DGA' LDAN) who had achieved one of the two higher DGE BSHES (geshe) degrees-the lha ram pa or the tshogs ram pa-could enter as a dge bshes bka' ram pa. Which of the two tantric colleges a geshe attended was determined by his birthplace. The curriculum of both of the tantric colleges involved study of the GUHYASAMĀJATANTRA, CAKRASAMVARATANTRA, and VAJRABHAIRAVATANTRA systems. These were studied through memorization and debate, as in the sutra colleges. Monks also received instruction in the performance of ritual, the use of MUDRĀ, the making of images, and the construction of MAndALAs. Monks were also instructed in chanting; the deep chanting that has become famous in the West was taught at both Rgyud smad and Rgyud stod. Those who successfully completed the curriculum received the title of dge bshes sngags ram pa. Monks who were not already geshes of one of three monasteries could enter one of the tantric colleges to receive ritual instruction but received a lower degree, called bskyed rim pa. Becoming a dge bshes sngags ram pa and especially an officer of one of the tantric colleges (dge bskos or disciplinarian; bla ma dbu mdzad, lit. "chant leader" but the vice abbot; and mkhan po or abbot) was essential for holding positions of authority in the Dge lugs hierarchy. For example, the DGA' LDAN KHRI PA was required to be a former abbot of Rgyud smad or Rgyud stod. After the Chinese takeover of Tibet, Rgyud smad and Rgyud stod were reestablished in exile in India.

rtsod grwa. (tsodra). In Tibetan, lit. "debating institution," particularly a large DGE LUGS monastery where a central part of the monastic complex is the chos ra (chora), literally "fenced enclosure for dharma," hence "debate courtyard," often an enclosed open space close to the main assembly hall where monks who study scriptures assemble to debate points of doctrine. The term mtshan nyid grwa tsang (tsenyi dratsang) is often used in place of rtsod grwa. The origins of the rtsod grwa may go back to the model of study followed in BKA' GDAMS monasteries like GSANG PHU NE'U THOG, although such debate was also a part of the curriculum in the large monastic universities of northeast India, such as VIKRAMAsĪLA, NĀLANDĀ, and ODANTAPURĪ. The rtsod grwa is sometimes contrasted with teaching institutes (BSHAD GRWA) and places given over to meditation (sgrub khang), although most monasteries have parts dedicated to those activities as well. The best-known rtsod grwa are the six great Dge lugs monasteries of pre-1959 Tibet where the calendar year had strict debating periods; debate was raised to a high level there, forming a central part of the curriculum. For a month during the winter, 'Jang phu monastery to the southwest of LHA SA was the site of an intensive debate called the 'Jang dgun chos (Janggüncho) attended by students from the major Dge lugs monasteries in the greater Lha sa area, where debate focused particularly on the PRAMĀnAVĀRTTIKA of DHARMAKĪRTI.

Sdom gsum rnam nges. (Domsum Namnge). A work in the SDOM GSUM (three codes) genre by Mnga' ris pan chen Padma dbang rgyal (Ngari Panchen Pema Wangyel, 1487-1542). It is a work of the RNYING MA sect, but is influenced both by the SDOM GSUM RAB DBYE and by works on ethics by TSONG KHA PA. It became widely known through LO CHEN DHARMA SHRI's detailed explanation, which is a central part of the curriculum of many Rnying ma BSHAD GRWA (monastic schools).



QUOTES [0 / 0 - 106 / 106]


KEYS (10k)


NEW FULL DB (2.4M)

   2 Stephen Jay Gould
   2 R J Palacio
   2 Libba Bray
   2 Joyce Maguire Pavao
   2 Jenn McKinlay
   2 Friedrich Nietzsche
   2 Carl Jung
   2 Anonymous
   2 Alasdair MacIntyre

*** WISDOM TROVE ***

1:Immerse yourself in the curriculum of grace. ~ max-lucado, @wisdomtrove
2:One thing I hate about school committees today is that they cut arts programs out of the curriculum because they say the arts aren't a way to make a living. ~ kurt-vonnegut, @wisdomtrove
3:In true education, anything that comes to our hand is as good as a book: the prank of a page- boy, the blunder of a servant, a bit of table talk - they are all part of the curriculum. ~ michel-de-montaigne, @wisdomtrove
4:Through your love for each other, through learning the art of making one person happy, you learn to express your love for the whole of humanity and all beings. Please help us develop the curriculum for the Institute for the Happiness of One Person. Don't wait until we open the school. You can begin practicing right away. ~ thich-nhat-hanh, @wisdomtrove
5:An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~ carl-jung, @wisdomtrove

*** NEWFULLDB 2.4M ***

1:Let the questions be the curriculum. ~ Socrates,
2:Immerse yourself in the curriculum of grace. ~ Max Lucado,
3:It is inappropriate (to allow parents) to design the curriculum and to run the school. ~ Rod Paige,
4:The curriculum of the future will be what one might call the humanistic curriculum. ~ John Goodlad,
5:It costs the same to send a person to prison or to Harvard. The difference is the curriculum. ~ Paul Hawken,
6:We have to stop delivering the curriculum to kids. We have to start discovering it with them. ~ Will Richardson,
7:Today I know that physical training should have as much place in the curriculum as mental training. ~ Mahatma Gandhi,
8:I was a good student in the subjects that I wanted to be good in. The curriculum in my section was excellent. ~ Jack Kirby,
9:is imperative that WAC scholars account for the complex ways in which all students learn to write across the curriculum ~ Anonymous,
10:That thing, multiculturalism, has basically taken over the curriculum, or what is taught in the public school system. ~ Rush Limbaugh,
11:More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given ~ Bertrand Russell,
12:It's not the school, the curriculum, or the teacher, but motivation that is the single most important ingredient in learning. ~ Ivan Sutherland,
13:I think poetry can help children deal with the other subjects on the curriculum by enabling them to see a subject in a new way. ~ Carol Ann Duffy,
14:"The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child." ~ Carl Jung,
15:I must attend a meeting of the curriculum review committee after class.” “This is the committee which nothing does?” “The very same. ~ L E Modesitt Jr,
16:Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. ~ Heidi Hayes Jacobs,
17:If the curriculum we use to teach our children does not connect in positive ways to the culture young people bring to school, it is doomed to failure. ~ Lisa Delpit,
18:Education has been a really big part of my life. I went to an all-girls school for most of my life, and the curriculum was definitely at the top of your list. ~ Holland Roden,
19:Instead of trying to come up and pontificate on what literature is, you need to talk with children, to teachers, and make sure they get poetry in the curriculum early. ~ Rita Dove,
20:Making across the curriculum means students as novelists, mathematicians, historians, composers, artists, engineers—rather than being the recipients of instruction. ~ George Couros,
21:All the geography, trigonometry, and arithmetic in the world are useless unless you learn to think for yourself. No school teaches you that. It's not on the curriculum. ~ Carlos Ruiz Zaf n,
22:She gave a brittle smile. "The curriculum can be challenging, but I have no doubt that Sophie will do very well."
Never had encouragement sounded so much like a threat. ~ Rachel Hawkins,
23:For instance, few realize that we are changing the brains of schoolchildren through medication in order to make them adjust to the curriculum, rather than the reverse. ~ Nassim Nicholas Taleb,
24:In true education, anything that comes to our hand is as good as a book: the prank of a page- boy, the blunder of a servant, a bit of table talk - they are all part of the curriculum. ~ Michel de Montaigne,
25:perhaps it is less important that a teacher cover the allotted amount of the curriculum, or use the most approved audio-visual devices, than that he be congruent, real, in his relation to his students. ~ Carl R Rogers,
26:Dancing in all its forms cannot be excluded from the curriculum of all noble education; dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with the pen? ~ Friedrich Nietzsche,
27:It was funny how none of her classes in library science had prepared her for this sort of thing, dead bodies, staff under suspicion, crazed reporters. Really, they need to consider expanding the curriculum. ~ Jenn McKinlay,
28:It's pretty much how we get anything added to the curriculum. When parents said children needed to be computer literate, the schools started responding. The same thing is true of basic financial literacy. ~ Elizabeth Warren,
29:'Creation science' has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand exactly why it is false. ~ Stephen Jay Gould,
30:It was funny how none of her classes in library science has prepared her for this sort of thing, dead bodies, staff under suspicion, crazed reporters. Really, they needed to consider expanding the curriculum. ~ Jenn McKinlay,
31:If you're a teacher you have to teach the curriculum, all that stuff, you have to teach morals, you have to teach values, and you have to teach, all-importantly, self-control. Because a lot of kids don't have it. ~ Tony Danza,
32:The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts it is judgment rather than rules that prevail. ~ Elliot W Eisner,
33:But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child. ~ Jonathan Kozol,
34:The motives of these parents vary, many parents don't like the curriculum being taught to their kids, or are wary of the threat of peer pressure or the presence of drugs or violence lurking in too many of our schools today. ~ Ernest Istook,
35:I realize that the curriculum is my life on any given day. At this point, more than anything, my spiritual path means looking at every circumstance and trying to see my part in where it's good and where it's not so good. ~ Marianne Williamson,
36:progressives wrote the Common Core standards, used money from the 2009 stimulus bill to bribe states into adopting them, and are now “vetting” the tests that will eventually shape the curriculum used by school districts all across the United States. ~ Glenn Beck,
37:One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~ Carl Jung,
38:Because I come from that old-school optics environment, I know stuff about depth of field and camera movement and things that are not necessarily a part of the curriculum for people who started on a box and have never done anything that wasn't on a box. ~ John Dykstra,
39:I wished I could take every course in the curriculum and read every book in the library. Sometimes after I finished a particularly good book, I had the urge to get the library card, find out who else read the book, and track them down to talk about it. ~ Susan Crandall,
40:For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write ~ Friedrich Nietzsche,
41:There is no a priori reason to believe such claims, especially in the face of multiple evidences of declining educational quality during the period when multiculturalism and other non-academic preoccupations have taken up more and more of the curriculum. ~ Thomas Sowell,
42:in schools where the majority of youth report having learned about LGBT people in the curriculum, only 11% of students report being bullied, which was half the number of students who reported being bullied in schools that do not teach this history. ~ Michelangelo Signorile,
43:Pedagogy is always about power, because it cannot be separated from how subjectives are formed, desires mobilized, how some experiences are legitimized and others are not, or how some knowledge is considered acceptable while other forms are excluded from the curriculum. ~ Henry A Giroux,
44:We think scientific literacy flows out of how many science facts can you recite rather than how was your brain wired for thinking. And it's the brain wiring that I'm more interested in rather than the facts that come out of the curriculum or the lesson plan that's been proposed. ~ Neil deGrasse Tyson,
45:Just as we take for granted the need to acquire proficiency in the basic academic subjects, I am hopeful that a time will come when we can take it for granted that children will learn, as part of the curriculum, the indispensability of inner values: love, compassion, justice, and forgiveness. ~ Dalai Lama,
46:I feel sorry for kids nowadays, because in the majority of schools across the country, the arts have been eliminated from the curriculum. There's no art; there's no music. In some cases they've taken away the libraries. They don't do theater. And these are the things that speak to the human soul. ~ David Small,
47:I often suggest that my students ask themselves the simple question: Do I know how to live? Do I know how to eat? How much to sleep? How to take care of my body? How to relate to other people? ... Life is the real teacher, and the curriculum is all set up. The question is: are there any students? ~ Larry Rosenberg,
48:Too often, teachers seem to be making diagnoses and suggesting medications and treatments to parents. This is inappropriate and unethical, and it is one of the reasons I feel the curriculum in schools of education must include information concerning the special circumstances of adoptive families. ~ Joyce Maguire Pavao,
49:Where I grew up, learning was a collective activity. But when I got to school and tried to share learning with other students that was called cheating. The curriculum sent the clear message to me that learning was a highly individualistic, almost secretive, endeavor. My working class experience...was disparaged. ~ Henry Giroux,
50:Through your love for each other, through learning the art of making one person happy, you learn to express your love for the whole of humanity and all beings. Please help us develop the curriculum for the Institute for the Happiness of One Person. Don't wait until we open the school. You can begin practicing right away. ~ Nhat Hanh,
51:Every person and every team will be tested on their journey. It is part of the curriculum of life. It's just like riding a bicycle. In the beginning you're going to fall off and get knocked down but the important thing is to get back on, stay strong, and after a while once you master it you'll ride with the confidence of a champion. ~ Jon Gordon,
52:One of the problems we've had is that the ICT curriculum in the past has been written for a subject that is changing all the time. I think that what we should have is computer science in the future - and how it fits in to the curriculum is something we need to be talking to scientists, to experts in coding and to young people about. ~ Michael Gove,
53:It was not the first time I had encountered on university campuses ignorance of Hayek and other conservative intellectuals, nor was it accidental. Such ignorance is a direct consequence of the tenured left's dominance of liberal arts institutions and its politicization of the curriculum and the faculty hiring process since the 1960s. ~ David Horowitz,
54:There is one thing only which a Muslim can profitably learn from the west, the exact sciences in their pure and applied form. Only natural sciences and mathematics should be taught in Muslim schools, while tuition of European philosophy, literature and history should lose the position of primacy which today it holds on the curriculum. ~ Muhammad Asad,
55:It reminded him of history lessons back in the world beyond the manor, whenever World War II came up in the curriculum. Students had stared wide-eyed, shifting in their seats with discomfort as the teacher showed grainy pictures of yellow stars, striped clothing, and concentration camps, horrified that the scenes had once been reality. ~ Bella Forrest,
56: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, ~ Matt Ridley,
57:I loved college... I knew exactly why I was there and what I wanted to get out of it. I wished I could take every course in the curriculum and read every book in the library. Sometimes after I finished a particularly good book, I had the urge to get the library card, find our who else had read the book, and track them down to talk about it. ~ Jeannette Walls,
58:The process of learning to be holy, like the process of learning to pray, may properly be thought of as a school—God’s own school, in which the curriculum, the teaching staff, the rules, the discipline, the occasional prizes and the fellow pupils with whom one studies, plays, debates and fraternizes, are all there under God’s sovereign providence. ~ J I Packer,
59:In some suburban schools, the curriculum is chock-full of rigorous A.P. courses and the parking lot glitters with pricey SUVs, but one doesn't have to look hard to find students who are starving themselves, cutting themselves, or medicating themselves, as well students who are taking out their frustrations on those who sit lower on the social food chain. ~ Alfie Kohn,
60:You have to get only a few pages into this book to realize that I quote a lot of people wiser than myself. I mean a lot of people. I’m unapologetic about this. It’s occurred to me many times over the course of writing this book that maybe I’m not really a writer. I’m a teacher or middleman. I take the curriculum of other people’s knowledge and I pass it along. ~ David Brooks,
61:My colleague Sen. Rick Santorum, Pennsylvania Republican, erroneously suggested that I support the teaching of intelligent design as an alternative to biological evolution. That simply is not true. ... Unlike biological evolution, intelligent design is not a genuine scientific theory and, therefore, has no place in the curriculum of our nation's public school science classes. ~ Edward Kennedy,
62:Peace is a culture that we create by putting it in the curriculum for young people, through creating this next generation where young people get a chance to go across borders, across cultures, to learn more about each other's life, to create a global community, learn about opportunities for helping others. It's investing in peace and tolerance training, ending the gap between rich and poor. ~ Craig Kielburger,
63:While still sixteen I am put in charge of a class of forty children who are two, three or four years younger than I. I fall in love with them. They are my possession, my mob whose forty minds, under my flashy and domineering control, are to become one, a mind unsullied by errors, unmarked by blots, contaminated by misplaced originalities outside the curriculum, and as full of facts as a pomegranate seed. ~ Hal Porter,
64:Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning. ~ Carol Ann Tomlinson,
65:We're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works - groundbreaking, incendiary, timeless - have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary. ~ Libba Bray,
66:...we're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works-- groundbreaking, incendiary, timeless-- have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary. ~ Libba Bray,
67:I am not against standardized tests. There are tests and tests and tests, and, to simplify, the ones I favor are criterion-referenced tests of skills, aligned with the curriculum. Social and emotional skills are important but skills are too. I find it heartbreaking that this is so often seen as an either-or choice. To get to the richness of studying literature, for example, you must first be an adept and confident reader. Whether you are is something a good test can measure. ~ Nicholas Lemann,
68:For by either eliminating mention of God from the curriculum altogether (departments of religious studies concern themselves with various types of belief in God, not with God), or by restricting reference to God to departments of theology, such universities render their secular curriculum Godless. And this Godlessness is, as I already noted, not just a matter of the subtraction of God from the range of objects studied, but also and quite as much the absence of any integrated and overall view of things. ~ Alasdair MacIntyre,
69:A Christian boy or girl can learn mathematics, for example, from a teacher who is not a Christian; and truth is truth however learned. But while truth is truth however learned, the bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part but all, of the curriculum of the school. ~ John Gresham Machen,
70:There is a form of poetic and esthetic and moral genius necessary to make philosophical issues truly incandesce for students, and even though I indeed had some world-class professors myself when I went through the curriculum, I rarely saw such gnosic or concretist/poetic passion among them. I am not speaking of broad histrionics or melodramatic delivery, but rather a moral investment of concern, of loving delight and pathos in exposing one's consciousness to the full horrific and magnificent implications of the materials. ~ Kenny Smith,
71:I am absolutely sick unto death of hearing people say - they all say this; it must be Item One on the curriculum in Trend College - "I just hate to talk to a machine!" They say this as though it is a major philosophical position, as opposed to a description of a minor neurosis. My feeling is, if you have a problem like this, you shouldn't go around trumpeting it; you should stay home and practice talking to a machine you can feel comfortable with, such as your Water Pik, until you are ready to assume your place in modern society. ~ Dave Barry,
72:Parents teach in the toughest school in the word: The School for Making People. You are the board of education, the principal, theclassroom teacher, and the janitor, all rolled into two. . . . There are few schools to train you for your job, and there is no general agreement on the curriculum. . . . You are on duty, or at least on call, 24 hours a day, 365 days a year, for at least 18 years for each child you have. Besides that, you have to contend with an administration that has two leaders or bosses, whichever the case may be. ~ Virginia Satir,
73:Creation science has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand why it is false. What could be more destructive of that most fragile yet most precious commodity in our entire intellectual heritage-good teaching-than a bill forcing our honorable teachers to sully their sacred trust by granting equal treatment to a doctrine not only known to be false, but calculated to undermine any general understanding of science as an enterprise?. ~ Stephen Jay Gould,
74:There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning. ~ Dana Goldstein,
75:Mathematics has the dubious honor of being the least popular subject in the curriculum … Future teachers pass through the elementary schools learning to detest mathematics. They drop it in high school as early as possible. They avoid it in teachers' colleges because it is not required. They return to the elementary school to teach a new generation to detest it. ~ Report of the Educational Testing Service, Princeton, N. J., as quoted in TIME magazine (18 June 1956), cited by George Pólya, How to Solve It, Page ix in Expanded Princeton Science Library Edition (2004), ISBN 0-691-11966-X.,
76:The curriculum for the education of statesmen at the time of Plato included arithmetic, geometry, solid geometry, astronomy, and music-all of which, the Pythagorean Archytas tells us, fell under the general definition of "mathematics." According to legend, when Alexander the Great asked his teacher Menaechmus (who is reputed to have discovered the curves of the ellipse, the parabola, and the hyperbola) for a shortcut to geometry, he got the reply: "O King, for traveling over the country there are royal roads and roads for common citizens; but in geometry there is one road for all. ~ Mario Livio,
77:Suppose someone wanting to learn to dance said: 'For hundreds of years now one generation after another has been learning dance steps, it's high time I took advantage of this and began straight off with a set of quadrilles.' One would surely laugh a little at him: but in the world of spirit such an attitude is considered utterly plausible. What then is education? I had thought it was the curriculum the individual ran through in order to catch up with himself; and anyone who does not want to go through this curriculum will be little helped by being born into the most enlightened age. ~ S ren Kierkegaard,
78:I saw a cartoon that describes this. A head of iceberg lettuce is sitting in a garden saying, “Oh, no, how did I get in this vegetable garden again? I wanted to be a wildflower!” The caption reads, “Oscar is born again as a head of iceberg lettuce in order to overcome his fear of being eaten.” One can think from a bigger perspective than this whole notion of reward and punishment. You could see your life as an adult education course. Some of the curriculum you like and some you don’t like; some of what comes up you find workable, some you don’t. That’s the curriculum for attaining enlightenment. The question is, how do you work with it? ~ Pema Ch dr n,
79:Modern man is determined to believe; that he has demonstrated by the very strength with which he has clutched at absurdities, at fleeting phantasms of the mind. ·Yet he is a rational being who must be brought to salvation in a rational manner. If it is to be equal to the task, theology must no longer be a second class subject in the curriculum. Rather must theology as the prince of sciences attract not only the beSt heans, but the best minds too, the purest intellects-those which find no satisfaction in the discipline of the individual sciences nor even in philosophy, but which are commensurate with the totality of things, with. the universe. ~ Ernst J nger,
80:Well, you can't really force him to eat the veggies, guys, but your job is to make sure they're on his plate. He can't eat them if they're not even on his plate" -pediatrician

"I've thought about that a lot over the years. I think about it with teaching. My students can't learn what I don't teach them. Kindness. Empathy. Compassion. It's not part of the curriculum, I know, but I still have to keep dishing it out onto their plates every day. Maybe they'll eat it; maybe they won't. Either way, my job is to keep on serving it to them. Hopefully, a little mouthful of kindness today may make them hungry for a bigger taste of it tomorrow" -Mr. Browne ~ R J Palacio,
81:As Bruce Lee famously said, “Under duress, we do not rise to our expectations, but fall to our level of training.” Hundreds of years of living in a context designed by pillagers of the land and captors of people—without sufficient intervention—naturally establishes the curriculum of the training to which we fall. Our methodologies are forged within the default mindset of colonization, capitalism-as-religion, corporation-as-demigod, domination over people and planet, winner take all, rape and plunder as spoils of victory, human and natural resources taken as objects of subjugation to the land-owning, resource-controlling, very, very privileged few. ~ Angel Kyodo Williams,
82:McRaven’s thesis, which would become part of the curriculum at the Naval Postgraduate School, set out the core concept of special ops: that a small, well-trained force can deliver a decisive blow against a much larger, well-defended one. He defined such a mission as one “conducted by forces specially trained, equipped, and supported for a specific target whose destruction, elimination, or rescue (in the case of hostages), is a political or military imperative.” Refining the key elements to success for such missions, he prescribed, in a nutshell, “A simple plan, carefully concealed, repeatedly and realistically rehearsed, and executed with surprise, speed, and purpose. ~ Mark Bowden,
83:The disabling force of debt was recognized more clearly in the 18th and 19th centuries (not to mention four thousand years ago in the Bronze Age). This has led pro-creditor economists to exclude the history of economic thought from the curriculum. Mainstream economics has become censorially pro-creditor, pro-austerity (that is, anti-labor) and anti-government (except for insisting on the need for taxpayer bailouts of the largest banks and savers). Yet it has captured Congressional policy, universities and the mass media to broadcast a false map of how economies work. So most people see reality as it is written – and distorted – by the One Percent. It is a travesty of reality. ~ Michael Hudson,
84:It is not really a “Negro revolution” that is upsetting the country. What is upsetting the country is a sense of its own identity. If, for example, one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody’s history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad. ~ James Baldwin,
85:Our children see how they are allowed in the best colleges, but only if they live in a neighborhood that has enough public school funding to help them get there. Our children see how once they get into that college the curriculum will still teach and promote the history, culture, and politics that keep them oppressed. Our children are seeing their parents lose the homes they worked so hard to afford due to racist lending practices of banks who will never face consequences for their illegal deeds. Our children see how no matter how hard they work, no matter what they accomplish, they could still be in the next viral video as they are gunned down by a cop at a traffic stop. Our children see that, as the world is now, they have nothing to lose. ~ Ijeoma Oluo,
86:American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep. ~ Azar Nafisi,
87:The other approach, taken by survivors of the old Madrasa i-Rahimiyya, was to reject the West in toto and to attempt to return to what they regarded as pure Islamic roots. For this reason, disillusioned pupils of the school of Shah Waliullah, such as Maulana Muhammad Qasim Nanautawi – who in 1857 had briefly established an independent Islamic state north of Meerut at Shamli in the Doab – founded an influential but depressingly narrow-minded Wahhabi-like madrasa at Deoband, 100 miles north of the former Mughal capital. With their backs to the wall, they reacted against what the founders saw as the degenerate and rotten ways of the old Mughal elite. The Deoband madrasa therefore went back to Koranic basics and rigorously stripped out anything Hindu or European from the curriculum. ~ William Dalrymple,
88:You can think of the curriculum as the shadows cast on a wall by the light of education itself as it shines over, under, around, and through the myriad phases of our experience. It is a mistake to be sure to take these shadows for the reality, but they are something that helps us find or grasp or intuit that reality. The false notions that there is a fixed curriculum, that there is a list of things that an educated person ought to know, and that the shadow-exercises on the wall themselves are the content of education—these false notions all come from taking too seriously what was originally a wise recognition—the recognition that the shadows do in fact provide a starting point in our attempt to fully envision reality. ~ Andrew Abbott, “Welcome to the University of Chicago,” Aims of Education Address, September 26, 2002,
89:To learn theory by experimenting and doing.
To learn belonging by participating and self-rule.
Permissiveness in all animal behavior and interpersonal expression.
Emphasis on individual differences.
Unblocking and training feeling by plastic arts, eurythmics and dramatics.
Tolerance of races, classes, and cultures.
Group therapy as a means of solidarity, in the staff meeting and community meeting.
Taking youth seriously as an age in itself.
Community of youth and adults, minimizing 'authority.'
Educational use of the actual physical plant (buildings and farms) and the culture of the school community.
Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city).
Trying for functional interrelation of activities. ~ Paul Goodman,
90:After ten whole minutes of painful silence, I finally raised my hand and told Mr. O'Hara I loved Miranda Blythe's romance novels, and I decided I liked him immediately when he didn't laugh or reassure me that we'd be reading real books. Like Mrs. Andrews had last year.
He did say, 'I'm afraid Ms. Blythe is not on the curriculum this semester. We'll be starting your education with the epic poets—boring, I know, but necessary building blocks. However, an extra-credit book report is always welcome, and you're free to choose whatever topic you like.'
Then Mr. O'Hara added, 'I think Ms. Blythe's works would be a particularly interesting topic for a report. In fact, if you want an example of the archetypal hero journey—'
'Wait, wait, wait.' Fred raised his hand. 'You read romance novels?'
'My dear boy,' Mr. O'Hara replied, 'I read everything. ~ Caitlen Rubino Bradway,
91:If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door. ~ William S Lind,
92:For many school-aged adopted children, daydreaming is a very understandable and necessary strategy for doing the extra work of forming identity. Daydreaming, though, is often taken as a symptom of attention deficit disorder or attention deficit hyperactive disorder; it is in fact one of the many indicators that leads to the diagnosis of ADD. There are many children who do have this real disorder, and it is important in these cases to find the appropriate behavioral or pharmacological treatments. But, for adopted children, and for some other children in complex or difficult situations, the daydreaming or distracted air is not always an indicator of ADD. Too often, teachers seem to be making diagnoses and suggesting medications and treatments to parents. This is inappropriate and unethical, and it is one of the reasons I feel the curriculum in schools of education must include information concerning the special circumstances of adoptive families. ~ Joyce Maguire Pavao,
93:What I mean is, a professor is the only person on earth with the power to put a veritable frame around life— not the whole thing, God no— simply a fragment of it, a small wedge. He organizes the unorganizable. Nimbly partitions it into modern and postmodern, renaissance, baroque, primitivism, imperialism and so on. Splice that up with Research Papers, Vacation, Midterms. All that order— simply divine. The symmetry of a semester course. Consider the words themselves: the seminar, the tutorial, the advanced whatever workshop accessible only to seniors, to graduate fellows, to doctoral candidates, the practicum— what a marvelous word: practicum! You think me crazy. Consider a Kandinsky. Utterly muddled, put a frame around it, voilà — looks rather quaint above the fireplace. And so it is with the curriculum. That celestial, sweet set of instructions, culminating in the scary wonder of the Final Exam. And what is the Final Exam? A test of one’s deepest understanding of giant concepts. ~ Marisha Pessl,
94:In New York the curriculum guide for 11th-grade American history tells students that there were three "foundations" for the Constitution: the European Enlightenment, the "Haudenosaunee political system", and the antecedent colonial experience. Only the Haudenosaunee political system receives explanatory subheadings: "a. Influence upon colonial leadership and European intellectuals (Locke, Montesquieu, Voltaire, Rousseau); b. Impact on Albany Plan of Union, Articles of Confederation, and U.S. Constitution".

How many experts on the American Constitution would endorse this stirring tribute to the "Haudenosaunee political system"? How many have heard of that system? Whatever influence the Iroquois confederation may have had on the framers of the Constitution was marginal; on European intellectuals it was marginal to the point of invisibility. No other state curriculum offers this analysis of the making of the Constitution. But then no other state has so effective an Iroquois lobby. ~ Arthur M Schlesinger Jr,
95:Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough. ~ Ken Robinson,
96:Theists of course are deeply critical of those aspects of Marxism that issue in Marxist atheism. And theists of different standpoints have leveled a variety of particular criticisms against particular Marxist theses. Nonetheless they have had to recognize that Marxism is a theory or a set of theories with the same scope as their own and that in responding to it they are responding
to a theoretical atheism that is in some ways intellectually more congenial than the practical atheism of contemporary American universities. For by either eliminating mention of God from the curriculum altogether (departments of religious studies concern themselves with various types of belief in God, not with God), or by restricting reference to God to departments of theology, such universities render their secular curriculum Godless. And this Godlessness is, as I already noted, not just a matter of the subtraction of God from the range of objects studied, but also and quite as much the absence of any integrated and overall view of things. ~ Alasdair MacIntyre,
97:It's amazing that schools still offer courses in musical composition. What a useless thing to spend money on -- to take a course in college to learn how to be a modern composer! No matter how good the course is, when you get out, what the fuck will you do for a living? (The easiest thing to do is become a composition teacher yourself, spreading 'the disease' to the next generation.)

One of the things that determines the curriculum in music schools is: which of the current fashions in modern music gets the most grant money from the mysterious benefactors in Foundation-Land. For a while there, unless you were doing serial music (in which the pitches have numbers, the dynamics have numbers, the vertical densities have numbers, etc) -- if it didn't have a pedigree like that, it wasn't a good piece of music. Critics and academicians stood by, waiting to tell you what a piece of shit your opus was if your numbers didn't add up. (Forget what it sounded like, or whether it moved anybody, or what it was about. The most important thing was the numbers. ~ Frank Zappa,
98:If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook.

And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone.

If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault.

That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.'

What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next. ~ Seth Godin,
99:A SPOONFUL OF KINDNESS When Tommy, my son, was three years old, my wife, Lilly, and I took him for his annual checkup and the pediatrician asked us what his eating habits were like. “Well,” we confessed, “he’s going through this phase of only liking chicken fingers and carbs, so we’ve kind of given up trying to get him to eat vegetables for now. It’s become too much of a struggle every night.” The pediatrician nodded and smiled, and then said, “Well, you can’t really force him to eat the veggies, guys, but your job is to make sure they’re on his plate. He can’t eat them if they’re not even on his plate.” I’ve thought about that a lot over the years. I think about it with teaching. My students can’t learn what I don’t teach them. Kindness. Empathy. Compassion. It’s not part of the curriculum, I know, but I still have to keep dishing it out onto their plates every day. Maybe they’ll eat it; maybe they won’t. Either way, my job is to keep on serving it to them. Hopefully, a little mouthful of kindness today may make them hungry for a bigger taste of it tomorrow. —Mr. Browne ~ R J Palacio,
100:• Launched Real Time Talent, one of the most innovative workforce development initiatives in the country. It links the curriculum and training for more than four hundred thousand postsecondary students with the skill requirements of employers in the state (RealTimeTalentMN.org). • Created the Business Bridge, which facilitates connections between the procurement functions of large corporations and smaller potential suppliers located in the region. As a result of this effort, participating businesses added more than $1 billion to their spending with local businesses in two years—a year ahead of their goal. • Helped to build the case for investing more aggressively in higher education. By strengthening relationships between business and higher education leaders, and using a fact-based set of findings to justify investing more than an incremental amount, a coalition organized by Itasca helped increase spending in the state by more than $250 million annually. That’s not bad for a group of people with no budget, no office, no charter, virtually no Internet presence, virtually no staff—but a huge abundance of trust. ~ Thomas L Friedman,
101:In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith. ~ Matthew Bowman,
102:Since well-educated people are better voters, another tempting way to improve democracy is to give voters more education. Maybe it would work. But it would be expensive, and as mentioned in the previous chapter, education may be a proxy for intelligence or curiosity. A cheaper strategy, and one where a causal effect is more credible, is changing the curriculum. Steven Pinker argues that schools should try to “provide students with the cognitive skills that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with,” by emphasizing “economics, evolutionary biology, and probability and statistics.”60 Pinker essentially wants to give schools a new mission: rooting out the biased beliefs that students arrive with, especially beliefs that impinge on government policy.61 What should be cut to make room for the new material? There are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than elementary economics.62 ~ Bryan Caplan,
103:From this state of bewildered scepticism the student may take a leap of faith. And the leap is never backwards into the old curriculum, the old canon, the old belief in objective standards and settled ways of life. It is always a leap forward, into the world of free choice and free opinion, in which nothing has authority and nothing is objectively right or wrong. In this postmodern world there is no such things as adverse judgement – unless it be judgement of the adverse judge. It is a playground world, in which all are equally entitled tot their culture, their lifestyle and their opinions.

And that is why, paradoxically, the postmodern curriculum is so censorious – in just the way that liberalism is censorious. When everything is permitted, it is vital to forbid the forbidder. All serious cultures are founded on the distinctions between right and wrong, true and false, good and bad taste, knowledge and ignorance. It was to the perpetuation of those distinctions that the humanities, in the past were devoted. Hence the assault on the curriculum, and the attempt to impose a standard of 'political correctness' – which means, in effect, a standard of non-exclusion and non-judgement – is also designed to authorise a vehement kind of judgement, against all those authorities that question the orthodoxy of the left. ~ Roger Scruton,
104:In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed. ~ Alain de Botton,
105:The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way. ~ Scott Thornbury,
106:A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia ~ Anonymous,

IN CHAPTERS [5/5]



   2 Education
   1 Yoga
   1 Occultism






1.02 - The Child as growing being and the childs experience of encountering the teacher., #The Essentials of Education, #unset, #Zen
  Thus, from week to week, month to month, year to year, a true knowledge of human nature will help us read the develop- ing child like a book that tells us what needs to be done in our teaching. the Curriculum needs to reproduce what we read in the evolutionary process of the human being. Specific ways that we can do this will be addressed in coming lectures.

1.045 - Piercing the Structure of the Object, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  These stages of meditation are referred to in a sutra of Patanjali from his first chapter, and these stages are designated by him as savitarka, savichara, sananda and sasmita. These are all peculiar technical words of the yoga philosophy, which simply mean the conditions of gross consciousness, subtle consciousness, cause consciousness and reality consciousness. Though he has mentioned only four stages for the purpose of a broad division of the process of ascent, we can subdivide these into many more. As a matter of fact, when we actually come to it and begin to practise, we will find that we have to pass through various stages, just as we do in a course of education. Though we may designate a particular year of study as being the first grade, second grade, third grade, etc., even in each grade we will find there are various stages of study through the divisions of the syllabus or the Curriculum of study.
  Similarly, in the process of meditation the stages are many, and we may find that practically every day we are in one particular stage. The details of these stages will be known only to one who has started the practice. They cannot be described in books because they are so many, and every peculiar turn of experience will be regarded by us as one stage. Each stage is characterised by a peculiar relation of consciousness to its object and the reaction which the object sets in respect of the consciousness that experiences it. In the beginning it looks very difficult on account of this aforementioned conviction that the object is completely cut off from the mind and that is why there is so much anxiety and heartache in this world. We seem to be completely powerless and helpless in every matter. We are helpless because the world is outside us, and it has no connection with our principle of experience, namely consciousness. To bring into the conscious level the conviction that the objects of experience are not as much segregated as they appear to be, requires very hard effort, philosophical analysis and deep thinking bestowed upon the subject.

1.48 - Morals of AL - Hard to Accept, and Why nevertheless we Must Concur, #Magick Without Tears, #Aleister Crowley, #Philosophy
  Had Hitler been a less abnormal character, no great "Mischief," or at least a very different kind of "mischief," might have come of it. I think you have read Hitler speaks if not, do so his private conversation abounds in what sound almost like actual quotations from the Book of the Law. But he public man's private conversation can be repeated on the platform only at the risk of his political life; and he served up to the people only such concoctions as would tickle their gross palates. Worse still, he was the slave of his prophetic frenzy; he had not undertaken the balancing regimen of the Curriculum of AA; and, worst of all, he was very far indeed from being a full initiate, even in the loosest sense of the term. His Weltanschauung was accordingly a mass of personal and political prejudice; he had no true cosmic comprehension, no true appreciation of First Principles; and he was tossed about in every direction by the varied conflicting forces that naturally concentrated their energies ever more strenuously upon him as his personal position became more and more the dominating factor, first in domestic and then in European politics. I warned our S.H. Soror repeatedly that she ought to correct these tendencies; but she already saw the success of her plans within her grasp, and refused to believe that this success itself would alarm the world into combining to destroy him. "But we have the Book," she confidently retorted, failing to see that the other powers in extremity would be compelled to adopt those identical principles. Of course, as you know, it has happened as I foresaw; only a remnant of piety-purefied Prelates and sloppy sentimentalists still hold out against the Book of the Law, sabotage the victory, and will turn the Peace into a shambles of surrender if we are fools enough to give ear to their caterwauling as in the story of the highly-esteemed tomcat, when at last one of his fans obtained an interview; "all he could do was to talk about his operation."
  Has this digression seemed too long? Ah, but it isn't a digression. Rightly considered, it strikes at the heart of your "difficulties."

2.1.4.2 - Teaching, #On Education, #The Mother, #Integral Yoga
  (A teacher suggested reorganising the Curriculum of the students of a certain age-group. He advised reducing the number of scheduled classes; teachers would give individual assistance to their students in the mornings and meet them as a class only in the afternoons. His letter ended:)
  Many teachers feel that the division between Xs classes and what is called the Old System is not desirable. With the reorganisation we suggest, the differences between the two will be greatly diminished. Do you think that this division should continue? Must we go on waiting for it to disappear?

Talks With Sri Aurobindo 2, #Talks With Sri Aurobindo, #unset, #Zen
  also apart of the Curriculum.
  SRI AUROBINDO; If he wants to make The Life Divine a text-book for the

WORDNET














IN WEBGEN [10000/10]

Wikipedia - School organizational models -- Methods of structuring the curriculum, functions, and facilities for schools, colleges, and universities
Wikipedia - The Curriculum Improvement Institute -- Non-profitable 501 (c) 3 research and training organization
https://www.goodreads.com/book/show/17383909-the-curriculum
https://www.goodreads.com/book/show/28124548-modern-languages-in-the-curriculum
https://www.goodreads.com/book/show/34498739-addressing-special-educational-needs-and-disability-in-the-curriculum
https://www.goodreads.com/book/show/38365690-addressing-special-educational-needs-and-disability-in-the-curriculum
https://www.goodreads.com/book/show/75282.The_School_and_Society_The_Child_and_the_Curriculum
Our Time(1974) - Penfield was a New England girls school in 1955. The curriculum ranged from Latin to Etiquette .. From Shakespeare to Field Hockey. There were a few things the school didn't teach. That's what this movie is about.
Council for the Curriculum, Examinations & Assessment
Writing across the curriculum



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