A Quote by Louis Menand
I don't think the same curriculum fits every student body.
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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.
My own view is that the general education curriculum that a college picks has to be appropriate for the kind of student body that it has.
I really am at a place where I think we need to feed every child at school for free and feed them a real school lunch that's sustainable and nutritious and delicious. It needs to be part of the curriculum of the school in the same way that physical education was part of the curriculum, and all children participated.
If you focus on the very narrow, myopic interaction between students, their teachers, and the curriculum, you are ignoring 90 percent of what's affecting that student's ability to learn and be ready to absorb that curriculum and perform well in school and reach their potential.
The body and mind are continually changing, and are, in fact, only names of series of changeful phenomena, like rivers whose waters are in a constant state of flux, yet presenting the appearance of unbroken streams. Every particle in this body is continually changing; no one has the same body for many minutes together, and yet we think of it as the same body.
I think my deepest criticism of the educational system . . . is that it's all based upon a distrust of the student. Don't trust him to follow his own leads; guide him; tell him what to do; tell him what he should think; tell him what he should learn. Consequently at the very age when he should be developing adult characteristics of choice and decision making, when he should be trusted on some of those things, trusted to make mistakes and to learn from those mistakes, he is, instead, regimented and shoved into a curriculum, whether it fits him or not.
Instead of a national curriculum for education, what is really needed is an individual curriculum for every child.
Instead of a national curriculum for education, what is really needed is an individual curriculum for every child
Sometimes during the two-year curriculum, every MBA student ought to hear it clearly stated that numbers, techniques, and analysis are all side matters. What is central to business is the joy of creating.
I wasn't the student body this, student body that. I was not much into running for office.
To be clear, we the Department of Education want curriculum to be driven by the local level. We are by law prohibited from directing curriculum. We don't have a curriculum department.
"Technology" is a cross-curriculum perspective running through the new Australia Curriculum, and there are a number of technology subject areas as well that include coding, which has not previously been part of the Australian Curriculum.
I think every child in every country, not just South Africa, every year should go to a national park, and it should be part of their basic curriculum.
No two children learn in the same way. While we might agree that every American eight-year-old should be able to read and multiply, beyond those basics, there are few reasons to make every student follow the same path.
A curious observation is the uniform way that committees review curriculum for each field of study. Too often, authorities have a knee-jerk impulse to declare that 'all curriculum areas will be the same.' In fact, real and significant differences exist between fields of study.
At Horace Mann High School in affluent Riverdale, New York, one of the top schools in the country, those who receive double time on tests are plentiful enough to qualify as their own segment of the student body. Known to their peers as 2Ts, they participate in the same activities, get the same grades, and attend the same range of colleges.
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