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The
Compassionate Curriculum
Directions
for Learning -General Framework
Framework - Learning Languages
Framework - The Arts
Framework - The Nature of Energy
Summary Note to Framework
Directions for
Learning
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Vision
Young
people will know compassion, thus enabling them to enjoy the
state of science so that language, art, civics and all that is
civilisation can exist.
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Requisites
for the state of science to exist.
Compassion
with its capacities for:
Inclusiveness
Collegiality,
openness and sharing
Inquiry;
Honesty
and trust
Generosity
of Time
and Reflection
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Aspirations
Excellence;
Innovation,
inquiry and curiosity;
Diversity;
Equity;
Democratic
communities;
Harmony
with universal balances;
Integrity,
Respect. |
Key
Competencies
Enjoying
compassion;
Practicing
science;
Valuing
symbols, using language and texts;
Thinking
with integrity;
Self
respect;
Valuing
others;
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Science
areas
Learning Languages
(including Mathematics
and statistics.)
The
Arts
(Including Health
and physical education.)
The
Nature of Energy
(Including society and technology)
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Official
Languages |
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Principles
Compassion
(for self, other humans and all else), Treaty of
Waitangi (in New Zealand), Cultural Diversity, Love of symbols,
Enjoying science, Truth without fear, Community
engagement, Harmony, inclusiveness and connection
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Learning
Area - Languages
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Languages
are sets of coincidences of meaning or
symbols that
enable sentient beings to communicate and share meaning. Though
the symbol may directly involve as few as one sense, its use is
governed by all the senses. This is because the choice of use of
symbol and the response to the symbol are both determined by the totality
of the experience of those sharing meaning through a symbol use. The sets of symbols contain
grammar, or systems of rules, that are used to
manipulate the symbols and these are what give them their
communicative power.
Different
communities of users may employ the same sound, object, visual
display, motion, smell etc to convey very different meanings
within their community. With
humans, for instance, in Spanish communities the “nada” sound means
“nothing’ while in Serbian/Croatian/Bosnian communities it
means “hope”. In order to comprehend a community it is
necessary to understand both the unique meaning its ascribes to a
symbol and the grammar it adopts.
If
the Principle of the Conservation of Energy holds true then all
communities live in a flux of change. Their language enables each
community to reflect and communicate that reality so the community
can live in greater harmony with the balances and flows of energy
transformations. This
means any sustainable language is subject to constant change and
is a “living” system. The survival of the community is reliant
on its capacity to conserve the fullest possible potential of its symbols to
reflect this reality. Failure to conserve this potential results
in a loss of viability and general harmony.
Students
will appreciate the power of symbols and grammar with particular
focus on English and Maori so they can explore and
become stewards of New Zealand’s unique culture. They will also
value other languages, including Mathematics, so they can better link to global
communities, comprehend the “biological” languages of
sentient beings on our planet and enjoy greater connection and
harmony with our planet's systems and the greater universe.
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Mathematics
and Statistics -including
exploring and making use of patterns and relationships in
quantities, space and time so symbol use better reflects universal
processes and generates greater meaning.
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English-
including understanding, using and creating oral, written, and
visual texts of increasing complexity in English so New Zealand
culture is sustained.
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Maori-
including understanding, using and creating oral, written, and
visual texts of increasing complexity in Maori so New Zealand
culture is sustained
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Other human
languages-
including the comprehension of a range of grammar protocols and
the use of strategies to learn human languages so the reflection
and insights of other human communities can be shared.
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Languages of
sentient beings-
Including identifying and comprehending the languages of the
communities of sentient beings inhabiting our planet so greater
meaning is found in Earth’s biological systems.
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| Students will express their
various Beings and the meaning gained from their insights into
reality by learning languages, through languages and learning
about languages. These shall include
the following Beings:
| Thermal Beings
- including communication of insights into the
balances of the thermal flows of our universe and the
care of them. |
Electrical Beings
- including reflecting the potential in all electrical phenomena and
sustainable uses of them. |
Trace Beings-
including expressing the trace
elements that comprise the universe(s) and reflecting on their powers.
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Human Beings-
including our mythology psychology, sociology and the civics that
sustains us. |
Earth
Beings -including reflecting the tectonic forces of our
planet in language and our roles as stewards of its minerals and soils. |
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| Ocean Beings-
including reflecting key water cycles and our
roles as stewards of water. |
Atmospheric Beings- including
expressing the power of our breath and our role in all
atmospheric processes. |
Carbon Beings-
including reflecting key carbon cycles and our roles as stewards of
carbon. |
Solar
Beings - including reflecting the processes of our solar system and
sharing sustainable uses of our solar potential. |
Universal Beings - including
expressing how we are part of the universe and describing all the
different types of being each individual can be viewed as. |
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Learning Area - The Nature
of Energy
| Energy
is the potential of the universe(s). Humans are mortal forms and
cannot know the full potential. However indications are we are
intimately involved with how that potential is manifest (The
Uncertainty Principle of Energy). Also this far no human in
recorded history has ever in any practical way found flaws in the
Conservation Principal of Energy which states that energy is so
bounteous it can be considered a constant and that it is subject
to constant transformations. Energy is manifest in every aspect of
existence and no aspect or form of existence can be called energy.
They may be categorized as forms or sources or manifestations or
types of energy with each having its own symbol.
Students
will explore the nature of energy so they can appreciate its
potential more fully, understand how it is manifest and be better
able to live in harmony with its changing reality.
They learn to use imagination to engage unexpected outcomes and to
explore multiple solutions.
They will learn
to explore energy from the following perspectives:
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Psychology
studies the minds (including mental and emotional processes) of
humans and other sentient creatures and how we reflect and
respond to our changing universe.
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Sociology
studies human and other societies for their social relations,
belief systems, organisation and capacity to adapt to change.
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Physics
explores for principles governing matter and energy and their
interactions so we are able to understand and use the forces
affecting our universe.
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Chemistry studies
the composition and properties of substances, and the reactions by which substances are produced from or
converted into other substances. |
Biology explores the origin, history, physical
characteristics, life processes, habits, etc. of living organisms
such as plants animals, and viruses.
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Students will explore their
various Beings from the above perspectives using art and language
(including Mathematics). These shall include
the following Beings:
| Thermal Beings
- includes understanding and being in harmony with the
balances of the thermal flows of our universe |
Electrical Beings
- includes identifying all electrical phenomena and
sustainable uses of them |
Trace Beings-
includes understanding how the universe comprises of trace
elements and exploring their powers.
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Human Beings-
includes our psychology, sociology and the civics that
sustains us |
Earth
Beings -includes understanding the tectonic forces of our
planet and the conservation of minerals and soils |
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| Ocean Beings-
includes understanding key water cycles and how we are
sustained by them. |
Atmospheric Beings- includes
knowing the power of our breath and our role in all
atmospheric processes |
Carbon Beings-
includes knowing key carbon cycles and being stewards of
carbon |
Solar
Beings - includes exploring our solar system and making
maximal use of our solar potential. |
Universal Beings - includes
knowing we are part of the universe and each of us can be
viewed as many types of being. |
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Learning
Area -The Arts
Art - or The Arts
- are skills and crafts that involve creating products or
symbols that use any of the human senses to express and communicate
meaning. The symbols may involve any one of or combinations of our
visual, smell, taste, aural and tactile modes. The symbols created
evoke images in the recipient involving all their
senses.
The essence of the Arts is a love of the truth and
a desire to reflect reality -reality being the changing nature of
the universe.
Without the requisites for science to exist
there is no art. The requisites enable to practitioner to reflect a
greater truth of the reality in their product and thus generate
greater meaning.
Implicit in this understanding of art is the
acknowledgement that every student provides a unique point of view
of existence and Arts education explores, challenges, affirms and
celebrates unique artistic expressions of self, community and
culture.
Students
employ science in the Arts to develop their skill at
working both independently and collaboratively so they can
better reflect our changing reality and construct meanings, employ
symbols and produce works, and respond to and value others'
contributions. They learn to use imagination to engage unexpected
outcomes and to explore multiple solutions.
Students will enjoy science and explore the
nature of energy using all their senses so they can appreciate its
potential more fully. They will have the confidence in their senses
plus the skills and crafts required to more accurately reflect
reality and to express greater meaning in their use of
symbols.
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The
Art of Well-Being- includes promoting the science of the health
of the body and mind of the individual, the well-being of society
and harmony with universal flows and balances.
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The
Art of the Visual – including reflection and expression using a
wide range of materials and techniques to explore the qualities and
possibilities of light, line and perspectives to convey
meaning.
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The
Art of Sound - including exploration and expression through
music, the spoken word and the other organisation of sounds that
reflect and convey meaning.
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The
Art of Movement –including exploration and expression through
dance, technology design and kinetic sculptures. |
The
Art of Drama – including expression through a focus on role,
action, and tension, played out in time and space using dramatic
convections, techniques and technologies. |
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Students will express their
various Beings and the meaning gained from their insights into
reality by employing the above crafts and skills and using all
manner of technology and materials These shall include the
following Beings:
| Thermal Beings
- includes exploring how in harmony we are with the balances
of the thermal flows of our universe |
Electrical
Beings - includes embracing all electrical phenomena and
reflecting on our uses of them |
Trace Beings-
includes exploring how the universe comprises of trace
elements and reflecting on their powers.
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Human Beings-
includes our mythology psychology, sociology and the
civics that sustains us |
Earth
Beings -includes reflecting on the tectonic
forces of our planet and our roles as stewards of its minerals
and soils |
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| Ocean Beings-
includes understanding key water cycles and how we are
sustained by them. |
Atmospheric Beings- includes exploring
the power of our breath and our role in all atmospheric
processes |
Carbon Beings-
includes exploring key carbon cycles and our toels as stewards
of carbon |
Solar
Beings - includes exploring our solar system and how we
make use of our solar potential. |
Universal Beings - includes
expressing how we are part of the universe and all the
different types of being each individual can be viewed
as. |
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Summary
Note to framework:
The Compassionate Curriculum Framework was
generated as an alternative to the New Zealand National Education
Curriculum Framework. This teaches that science is a way of thinking, as
in the Des Carte’s notion “I think, therefore I am”. Science is
framed as a study parallel to the arts, language, social sciences,
physical education etc and a small proportion of the population (less
than 1%) are described as “scientists”.
The Compassionate Curriculum teaches that science
is a state of being, as in the notion “I act, therefore I am”.
Science is framed as a state of being that all human beings are born
into that ceases to exist when any of the major qualities of compassion
are lacking. All human beings experience the state of science to some
degree and no person is described as a “scientist”. Thus science is
framed as enabling the arts, languages, civics and all that we know as
civilisation to exist.
Implicit in the Compassionate Curriculum Framework is
the notion that education success is evaluated by measuring what
students do rather than what they say – which is the converse
principle to the education rationale that dominant Anglo-American
education. New Zealanders, for instance, destroy resources at a rate per
capita that is at least five times greater than what the planet can
sustain. Thus the National Education Curriculum Framework is evaluated
as profoundly flawed and non-sustainable.
Page last updated:
July 2010
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