Building Curriculum Around Real World Problems
summary
Argues that curriculum must reorient from careerism to preparing citizens to tackle concrete public problems, claiming elite institutions currently get an F for civic education and must instead start curriculum from the world not the classroom. Describes Bennington’s change to admit practitioners into the academic year to bring real projects and context, advocates using technology to find and evaluate what you need to know, and insists civic engagement requires sustained follow‑up beyond voting.
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chapters (5)
- 0:00Redefining civic duty
- 2:55Education in a democracy
- 5:15Addressing major challenges
- 8:09Citizen vs expert
- 10:17Action-oriented learning
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