Charles Fadel All Rights Reserved

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1

2 Redesigning the Curriculum

3 We are already buffeted Globalization Financial Meltdown Overconsumption Global Warming

4 And thrown into Volatility Uncertainty Complexity Ambiguity

5 The stakes have never been higher George Orwell, 1984

6 We know the benefits of Learning Economic competitiveness $ 元 Learning Lifelong personal prosperity Social & environmental wellbeing

7 Yet, Curriculum reflects the late 1800 s

8 And not today s world

9 Nor tomorrow s

10 In the age of exponential technologies

11 technology and education are in a race Social pain Education Prosperity Technology Digital Revolution Social pain Industrial Revolution

12 To address the issues we need Character: Adaptability Resilience Persistence Ethics, etc. deeper learning Skills: Creativity/Innovation Critical thinking Communication Collaboration, etc. Relevant Knowledge in: Languages Humanities/Arts Science/Technology/Engineering/Math

13 Language Humanities STEM Greek, Latin Yet Curriculum has evolved slowly Contemporary Languages incl. 2 nd language Reading, Writing Literature Oratory Rhetoric Grammar, Handwriting, Spelling Music Art Philosophy & Ethics History Arithmetic Geometry Astronomy Algebra, Trigonometry, Calculus Biology, Chemistry, Physics Ancient Greece & Rome Early Christianity & Middle Ages Renaissance & Enlightenment Modern Industrial Era Today

14 While students beg for relevance

15 Now Neuroscience explains why Cortical plasticity is conditional upon relevance Doing fosters deeper learning via transfer mechanisms

16 This is not a new debate British Grammar School Subjects c Benjamin Franklin s Philadelphia Academy Subjects Latin French Greek German English* Spanish Reading* Handwriting Writing* Bookkeeping Arithmetic* Drawing Geometry Astronomy Geography Rhetoric Oratory Morality Natural Philosophy History Natural History Mechanics Gardening * usually optional

17 It is humankind s wisdom Confucius ( BC): I hear and I forget, I see and I remember, I do and I understand Michel de Montaigne ( AD): rather a mind shaped than a head full

18 So it is grand time to act unless we want a Dickensian society

19 We are facing ourselves We have evolved traits [such as group selfishness] that will lead to humanity's extinction so we must learn how to overcome them Christian de Duve Nobel prize in Medicine 1974

20 So imagine if we rethink Whatis taught Character Knowledge Skills

21 Rebalance education Practical Theoretical

22 Reassess Knowledge for relevance

23 Learn Skills

24 Build Character

25 Harness interdisciplinarity

26 Leveraging our entire selves

27 We will solve societal crises

28 We will improve economic prosperity

29 We will provide personal fulfillment

30 For a better world

31

32 With a special Thank You to the Fondation Henri Moser (Geneva, Switzerland) for its support and trust

33 Sources & Credits P2: In the Hollow of a Wave off the Coast at Kanagawa 18 th century by Katsushika Hokusai, Metropolitan Museum, NY P3: Denise Caron P4: George Orwell, 1984 P6: Robert Doisneau P8: Aaron Kobler P10: Inspired by Golding/Katz The race between technology and education 2008 Belknap Press P12: research by UPenn GSE P13: The New Yorker P14: Relevance (Ruytjens et al., 2006; Weinberger, 2008; Winerand Schreiner, 2011) P18: Genetics of original sin Yale University Press P25: From an inscription used by Charles Voysey, Britain 1896 P29: Other sources off the internet with thanks to their creators We sincerely thank all creators of content whose work we have featured. All content is used for non-profit education work, under the Fair Use doctrine of copyright laws.

Gen Ed Courses Approved for Pathways updated 11/29/16. Current Students

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