Recasting the curriculum

These four examples illustrate the pre-eminence of thinking-as-behavior ability in practice, which is characteristically of a high-level conceptualization/ prognostication nature (Bergquist, 1999). However, this thinking behavior must be informed by theoretical knowledge at a lower schematization and diagnostic thinking level, referred to here as facilitative thinking. Further, the four examples above indicate that the behavioral thinking in each case is clearly domain specific to each discipline and, logically, the facilitative thinking that connects domain-specific theory to domain-specific thinking behavior must itself be domain-specific. Thus, achievement of the learning outcome objectives in the curricula requires three distinct forms of domain-specific thinking: domain specific knowledge-recall, domain-specific facilitative thinking and domain-specific thinking behavior. Usually, however, only the first is explicit in the syllabus and the other two are at best vague learning outcome objectives unsupported by appropriate syllabi.

The essential roles of facilitative thinking and thinking behavior seriously challenge conventional notions of lower-level and higher-level classifications of learning. They also challenge conventional notions of competency standards, competency-based assessment and transparency that underpin the present direction of institutional quality assurance policy and initiatives.

In order to adequately address these thinking abilities in context, the authors propose a "new-order" of levels of task ability that should be identified in the learning outcome objectives as follows:

• lower-level task abilities are typically procedural, such as ability to follow set procedures. Facilitative thinking at this level is characteristically making linear connections between set knowledge/theory and set procedures. Thinking behavior required at this level is characteristically data collection, entry and ranking, informed by recall/recognition of domain-specific knowledge.

• mid-level task abilities are typically analytic/ diagnostic and characterized by finding explanations/ solutions for phenomena/problems within a limited range of set theories. Facilitative thinking at this level is typically lateral thinking that makes connections between alternative abstract theories and applications. Thinking behavior required at this level is typically lateral, analytic and diagnostic "problem-solving", informed by recall/recognition of domain-specific knowledge and procedures. Both facilitative thinking and thinking behavior required at this level are significantly more demanding and more domain-specific than in lower-level task abilities, and must be identified as particular objectives accompanied by particular domain-specific syllabi, if problem-solving ability learning outcome objectives are to be met.

• higher-level task abilities are typically anticipatory projections (prognostics, designs, strategies) to meet multiple complex requirements and to define complex future solutions. Thinking behavior at this level is typically individualistic, conceptual and multi-lateral, informed by both recall/recognition of multiple bodies of domain-specific knowledge and the outcome of mid-level analytic task activities. The facilitative thinking requirements at this level are multilateral, very demanding and very domain-specific, requiring special development, and they must be identified as specific learning outcome objectives accompanied by special domain-specific syllabi.

From the authors' perspective, therefore, both the learning outcome objectives and syllabi within curricula for effective education that meets societal expectations of graduate quality must be re-cast with increased emphasis on both facilitative thinking and thinking behavior in order to provide the essential underpinnings to practice, particularly in the professions, business and the sciences.

اخر الاخبار

اخبار العتبة العباسية المقدسة

ملتقى الكوثر الثالث يشهد عرض مشهد حواري بعنوان شريك العمر أم شريك الفكر؟

إقامة مسابقة (مرفأ النور) العلمية للمشاركات في فعاليات ملتقى الكوثر بنسخته الثالثة

ضمن ملتقى الكوثر الثالث.. ورشة تسلط الضوء على بناء الوعي القرآني لدى النساء

شعبة فاطمة بنت أسد (عليها السلام): ملتقى الكوثر منصةً لتحقيق وعي أسري مستند للقرآن الكريم

المزيد

الآخبار الصحية

نظام غذائي شائع قد يؤدي إلى ارتفاع الكوليسترول الضار

تحذيرات هامة من عواقب تناول "أيبوبروفين" مع أدوية شائعة

علامات مبكرة للإيبولا يمكن الخلط بينها وبين الإنفلونزا

خبراء: الفيروسات مثل هانتا وإيبولا أصبحت أكثر شيوعا وفتكاً

المزيد

الآخبار التكنلوجية

الليلة.. هلال القمر يلتقي كوكبي الزهرة والمشتري

إيلون ماسك يخسر دعواه القضائية أمام أوبن إيه.آي

مهمة فضائية "أوروبية صينية" لكشف أسرار الرياح الشمسية

انتهاء رحلة "السفينة الموبوءة".. وهذا مصير من بقي على متنها

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998