Seminar Questions Hidden Assumptions of Curricula
The core perspectives that keep world views of division and separation intact in curricula were explored during a seminar presented by Professor Kriben Pillay of the Graduate School of Business and Leadership.
Hosted by the University Teaching and Learning Office (UTLO), the seminar was based on the chapter authored by Pillay which appears in the landmark book: Disrupting Higher Education: Undoing Cognitive Damage, which is edited by UKZN’s Professor Michael Samuel, Dr Rubby Dhunpath and Professor Nyna Amin.
The chapter is titled: The Illusion of Solid and Separate Things: Troublesome Knowledge and the Curriculum.
The presentation explored the urgency of dismantling a model of reality that cannot be proven but which underlies the country’s educational system as well as others. It is a model that says the world is made up of discrete and separate things, and while this may have utility value in certain domains of experience, it causes systemic collapses all over.
Within the current discourses of curriculum transformation, Dhunpath added, ‘We are tweaking the curriculum rather than exploring deep epistemological assumptions.’
Pillay will present a version of this seminar to academics in the Faculty of Health at York University in England later this year.
Pillay has been approached to host sessions that deal with the experiential dimensions of seeing directly, in one’s own experience, the fact of non-separation. For further inquiries, he may be contacted by email: firstname.lastname@example.org.