Education Curriculum Framework
Directions for Learning
All people will experience compassion, thus enabling them to enjoy the state of science so they develop all manner of sustaining arts (skills) including languages and civics.
Requisites for the state of science to exist.
Collegiality, openness and sharing
Inquiry, wonder and forgiveness
Honesty and trust
Generosity of Time and Reflection
(All these being qualities of Compassion)
Conservation and Harmony with universal flows and balances;
Inquiry, Inclusiveness, Wonder and Fulfilment,;
Sharing, Equity and Democratic Community;
Integrity, Humility and Respect.
Enjoying compassion for self, other humans and all sentient beings;
Enjoying the state of science so civics can prevail;
Sustainable uses of symbols including spoken language.
Civics: exploring the nature of energy and how to use it in sustainable ways.
Languages: exploring the nature of symbols and how to embrace their sustaining potential.
Technology: exploring the nature of materials and how we can use them to enhance our capacities in ways that conserve the flows and balances that sustain humanity.
The Compassionate Curriculum principles embody beliefs about what is important in life. They should underpin all school decision making- nationally and locally.
(for self, other humans and all sentient beings)
(inquiry, truth without fear, inclusiveness, sharing)
(the conservation of sustaining potential, including that of the self,
languages, communities, minerals and ecology)
Guiding Principle from the Conservation Principle
True hope resides in symbol use that embraces the reality of continuous, universal change and personal stewardship.
Delusive hope (misery) resides in symbol use that denies this reality.
This framework is modeled on the New Zealand National Education Framework, which is an exemplar of the Anglosphere education system.
This English-derived framework is also an exemplar of Uncivil Education Curriculum Frameworks.