Today, Central Asia continues to face many political, socio-economic and cultural changes brought about by the end of one ruling ideology, particularly in the field of education. With the loss of Soviet ideology that ...Today, Central Asia continues to face many political, socio-economic and cultural changes brought about by the end of one ruling ideology, particularly in the field of education. With the loss of Soviet ideology that formed the basis of the curriculum and educational standards, transition and instability threatened to supplant one ideology for another, in the form of newly developed myths of nationalism on one end of the spectrum and fundamentalism or anti-globalism on the other. Thus, the task of educators working through this period of transition has been both arduous and complex. Humanities education of AKHP of UCA （Aga Khan Humanities Project of University of Central Asia） provides a key channel for training students and educators in independent critical thinking, tolerance of pluralism, and appreciation for the importance of diversity in Central Asian post-Soviet societies, playing a pivotal role in the promotion of these values. This paper argues that cultivating knowledge in the humanities can prevent development of extreme ideologies such as nationalism, fundamentalism and anti-globalization in the region following independence. The positive impacts of implementation of AKHP and its liberating role in the life of the Central Asian students show that development and adoption of an integrated interdisciplinary curriculum that incorporates cross-cultural and comparative studies can serve as a catalyst for reform of the broader education system and the region at large.展开更多
Purpose:This research is an interview-based study that captures the academics’perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese...Purpose:This research is an interview-based study that captures the academics’perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context,using the Common Core Curriculum at the University of Hong Kong as a case study.Design/Approach/Methods:A total of 28 academics with various levels of academic ranking,disciplinary context,proven teaching excellence,and research productivities were individually invited for and consented to a semi-structured and face-to-face interview.Findings:This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum,namely,how to design,what is worth learning,how to learn and teach,and how to know students have learned.It is suggested that the ideal curriculum should remain coherent and coordinated,broad and balanced,as well as open and flexible,ensuring the capture of knowledge,skills,and attitudes,with the facilitation of active,authentic,and contextualized pedagogies and assessments.Originality/Value:This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion.They can also integrate these evidence-based elements and strategies into their everyday practices.展开更多
文摘Today, Central Asia continues to face many political, socio-economic and cultural changes brought about by the end of one ruling ideology, particularly in the field of education. With the loss of Soviet ideology that formed the basis of the curriculum and educational standards, transition and instability threatened to supplant one ideology for another, in the form of newly developed myths of nationalism on one end of the spectrum and fundamentalism or anti-globalism on the other. Thus, the task of educators working through this period of transition has been both arduous and complex. Humanities education of AKHP of UCA （Aga Khan Humanities Project of University of Central Asia） provides a key channel for training students and educators in independent critical thinking, tolerance of pluralism, and appreciation for the importance of diversity in Central Asian post-Soviet societies, playing a pivotal role in the promotion of these values. This paper argues that cultivating knowledge in the humanities can prevent development of extreme ideologies such as nationalism, fundamentalism and anti-globalization in the region following independence. The positive impacts of implementation of AKHP and its liberating role in the life of the Central Asian students show that development and adoption of an integrated interdisciplinary curriculum that incorporates cross-cultural and comparative studies can serve as a catalyst for reform of the broader education system and the region at large.
文摘Purpose:This research is an interview-based study that captures the academics’perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context,using the Common Core Curriculum at the University of Hong Kong as a case study.Design/Approach/Methods:A total of 28 academics with various levels of academic ranking,disciplinary context,proven teaching excellence,and research productivities were individually invited for and consented to a semi-structured and face-to-face interview.Findings:This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum,namely,how to design,what is worth learning,how to learn and teach,and how to know students have learned.It is suggested that the ideal curriculum should remain coherent and coordinated,broad and balanced,as well as open and flexible,ensuring the capture of knowledge,skills,and attitudes,with the facilitation of active,authentic,and contextualized pedagogies and assessments.Originality/Value:This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion.They can also integrate these evidence-based elements and strategies into their everyday practices.
