Reconstituting the Curriculum

Foreword xiii Acknowledgments xv Preface xvii 1 Introduction 1 1.1 Widespread malaise -- a Summary 1 1.2 Thought as Material 8 1.3 Renewal of Thought-Material Resources and the Nature-ScienceApproach 9 2 Curriculum -- The Place Where Tangible ContentWrestles Intangible Process 19 2.1 Introduction 19 2.2 What is 'Human Thought Material'? 21 2.3 Why This Starting Point? 22 2.4 HTM from the Nature-Science Standpoint 24 2.5 Commodification of HTM 46 2.6 HTM vs Commodification 47 2.7 Skills Development versus Learning from Acts of"Finding Out" 57 2.8 Current Practices in Education 65 2.9 The Need for the Science of Intangibles as the Basis forEducation 69 2.10 The Tangible-Intangible Nexus 70 2.11 The Encounter between European and Islamic Outlooks --a Delinearized History 74 2.12 Final Words About Education and Training 85 3 Intention: Its Individual and Social Purposes 87 3.1 Introduction 87 3.2 Human Thought Material: A "Root + Pathway"Analysis 88 3.3 Foetal Learning 88 3.4 Aspects of Pre-School Learning and Early Development ofIndividuals' own Thought-Material 90 3.5 Intention: Origins 91 3.6 Nature for Sale? 102 3.7 Conclusions 107 4 Fundamental Changes in Curriculum Development 109 4.1 Introduction 109 4.2 Struggle for Educational Reform: Internal and ExternalFactors 111 4.3 Muslim-Christian Conflict: A Delinearized Short History112 4.4 Why did the Scientific Revolution Break Out in Europe andNot the Islamic World? 116 4.5 Education and Civilization: a Delinearized History 117 4.6 Education and Civilization: the Delinearized Future Prospectof a Reconstituted Curriculum 123 5 Sustainability and Change in Curriculum Development: TheHSSA Syndrome and Other Maladies 125 5.1. Truth is Knowledge, Knowledge is Peace, So ...What's the Problem? 125 5.2 What is Sustainability? 126 5.3 What Happens When a Process is Not Sustainable 127 5.4 Theories Proven Wrong? How About 'Laws'? 131 5.5 Could this be Averted, and if so, How? 136 5.6 Theory, Empirical Outlook and Disinformation in the SocialSciences 141 6 The Nature-Science Criterion 151 6.1 Introduction -- Can Modern Science Distinguish TruthFrom Falsehood? 151 6.2 Tangible-Intangible Nexus & the criterion of Truthvs Falsehood 159 6.3 Negative Impacts of the Science of Tangibles 163 7 The HSSRAR Phenomenon 191 7.1 Introduction 191 7.2 The HSSRAR (Honey Sugar SaccharinR AspartameR) Pathway193 8 Concluding Remarks & Observations 207 8.1 Introduction 207 The Appendices 209 Appendix 1a 211 Appendix 2a 325 Appendix 3a 411 References and Bibliography 463 Index 505