Curriculum

Education in general is an umbrella term and should be understood contextually. This therefore, raises the following questions regarding the place of CRITICAL THINKING in the CURRICULUM and how it should be promoted within the context of Primary, Post-Secondary, and University Education, as fundamental factors of (a) economic, (b) political change and (c) social stability.

I. Why should children be educated?
II. What type of Curricula should be adopted?
III. What type of student should the school system produce?
IV. What scope of knowledge is required for democratically-elected governments?
V. Who decides military efforts?
VI. What is the role of work?
VII. What is philosophy of education?

These and similar questions reveal the fundamental reality of the human condition. Namely, the primary purpose of life is an attempt to consistently identify, analyze, evaluate, and provide viable solutions to the prevailing problems, dilemmas and challenges of our time. A philosophical perspective that articulates organizational structures and learning methods should guide this process, along with curricula geared more effectively toward preparing critically minded students.

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