Curriculum for the 21st Century

Access to Information reading; listening & seeing; direct experiment; libraries & reference books; computerized data retrieval; data from newspapers, businesses, government agencies, etc.; asking experts; judging reliability; managing information overload; developing insight & intuition; database management
Thinking Clearly semantics; propaganda & common fallacies; values clarification; ethics; deductive logic; mathematics; analytical problem solving; scientific method; probability & statistics; computer programming; general systems; creative problem solving; forecasting & prediction; visualization & modeling
Communicating Effectively speaking informally; public speaking; voice & body language; cultural barriers to communication; formal drawing, sketching, still photography, etc.; graphic design & layout; outlines, flowcharts; tables & graphs; organizing & editing; handwriting, typing, dictating; computer conferencing & networking; computer literacy; formal documentation skills
Understanding the Human Environment astronomy, physics, and chemistry; geology & physical geography; biology, ecology, and ethnology; meteorology; genetics, evolution, and population dynamics; fundamentals of modern technology; applied mechanics; sciences of energy; animal & human architecture
Understanding Humanity & Society human evolution; human physiology; linguistics; cultural anthropology [including history & the humanities]; psychology & social psychology; politics of identity/difference (the ‘isms and -phobias); government & law; economics & economic philosophy; changing occupational patterns; education & employment; political geography; issues in human survival; traditions; prospects for humankind
Personal Competence physical grace & coordination; survival training & self-defense; safety, hygiene, nutrition, and sex education; personal health care; consumer education & personal finance; creative & performing arts; basic interpersonal skills; small group dynamics; management & administration; effective citizen participation; knowledge of best personal learning styles & strategies; mnemonics & other learning aids; bio-feedback, meditation, mood control; super-learning; self-knowledge & self-motivation; basic craft skills; carpentry, electronics, plumbing, mechanics, etc.; developing “quest”
Designing and Planning anticipatory design; aesthetics; cybernetics; chaos theory; synergetics; theory of games; topology, projective geometry; communication theory; strength of materials; production engineering; design methods; the study of cycles; long range planning; design & management of whole systems; organizational theory; project management; mastering change
Art, Aesthetics, and the Human Spirit fine and performing arts; painting; ceramics; sculpture; photography; print making; music theory; choral and instrumental music; electronic music; theater; dance; opera; multimedia
  This curriculum was developed by Matt and Gail Taylor in 1981 and revised by the KnowledgeWorks Consortium in preparation of this proposal. It is an extension of a more limited curriculum put forth by Draper Kaufman in his book Teaching the Future, 1976. Sections on design science were inspired by Buckminster Fuller’s Utopia or Oblivion, 1969. This curriculum is not taught as separate subjects, but by an integrated method fusing theory and practice. The “entire” curriculum is taught to all students, each year, going deeper into the material with each iteration.

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