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An Ecological and Cultural Critique of the Common Core Curriculum


Chet Bowers

The consensus among the world’s scientists that human behavior is contributing to the life-threatening degradation of natural systems continues to be ignored by the chief supporters of the common core curriculum. These supporters – corporations, politicians, and educators who promote the further expansion of the industrial/consumer and now digitally dependent lifestyle – have now encoded their misconceptions and silences in the Common Core Curriculum. The education that will prepare students in the decades ahead is simply not part of the thinking of the groups promoting the reforms. An Ecological and Cultural Critique of the Common Core Curriculum suggests a number of concepts teachers can introduce that will enable students to examine cultural assumptions that originated in the abstract thinking of philosophers and that continue to underlie current ecologically unsustainable patterns of thinking. These concepts will also enable students to recognize the traditions they need to renew before the digital revolution reduces life processes to data that can be monetized.
Contens: How the Common Core Standards Reproduce the Misconceptions of the Past – The Disconnect Between How We Think and the Relational World We Live In – Behind the Appearances: Conceptual and Moral Double Binds Inherent in CCS Reform – 21st-Century Challenges: Will Students Be Prepared to Address Them? – Classroom Practices that Avoid the Constraints of the Common Core Standards – Another Shortcoming of the Common Core Standards: Knowledge of Wisdom Traditions (by J. Progler) – Unanticipated Consequences of Making Computer Science Part of the School Curriculum.