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By J. R. Smart

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Apart from this dark underside, meanwhile, the prospect of contentdriven education is evidently so intolerable to the real authorities, that never is heard an encouraging word from that quarter about the very idea of human-social thought material, much less its central role. , are conveyed. As far as any conventional educational authority is concerned, all property is — essentially, or in the last analysis — private. That is to say: everything used or mustered by that authority — from teaching staff to instructional material — exists ultimately either to generate, or to transfer ownership of, material values for some entity or other.

The most natural thing for a homo sapiens to ‘do’ is thinking. In this book, a new methodology is proposed for eliminating these and other consequential problems afflicting the current approaches to and systems of educational preparation of the next generation. A new curriculum approach is proposed in which the role of a teacher shifts to that of students’ partner in learning, rather than an authority figure or learning police disguised as “coach,” “teacher” or “facilitator”. The involvement of students aims to ensure that the maximum creativity is used and that the acquisition of new knowledge remains an indigenous process.

Rather than either the internal authority of a pre-set curriculum or an externally-imposed Authority with a capital “A,” the authors of this book argue that HTM ought to be at the centre of any true or sustainable educational process. The authors suspect that one of the main reasons HTM is not at the centre of education is precisely the potentially subversive Curriculum — The Place 21 impact of its fundamental message on the system’s exercise of “authority” in either its curricular or administrative froms.

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