The Saber-tooth Curriculum, Chapter IV

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the Victorian Compromise

Ved claudia rotini

REASONS FOR UNEVEN DEVELOPMENT IN THE WORLD

Ved Constance Lzq

MOOC

Ved Lluis Codina

Medicine and Public Health from Roman Britain to c1350

Ved Anthea Pryde

The Saber-tooth Curriculum, Chapter IV

Major Events and Issues

Professor bumps his head

"Don't teach them what to think, teach them how to think"

Questions whether the university should help shape the social environment

Free Magic System of choosing subjects

General Magic courses - everyone takes

Led to the development of departments and prescribed course offerings

Magical claims are challenged by Icthyology professor

Professor is discharged from university

Advancement of Subjects

Disgrace of being practical

Other subjects made magical claims for their subjects

Professors of tiger scaring made greater claims of magical power

Universities developed

Esoteric Knowledge

Focus on the magic of a subject

Go beyond the practical

Main Characters

Professory with Head Injury

Proposed using education as a means of preparing for the future

Icthyology Professor

No training in tiger scaring = Not a real professor, discredited by most

Attacked the claims of magic in subjects

Hardworking Professors

Make greater claims for the magic of their subject

Those who attempt to advance their subjects

Learned Professionals

Medicine Men

Hunting Engineers

Chiefs

Connections and Implications

Predicting what students will need in the future to teach to them today (increased need for technology, creative problem solving, etc)

Increased focus on esoteric knowledge and how specialized your content is

Increased prioritization for majors...choosing an educational strand (now being brought down to highschool through HB5 endorsements)

Decreased appreciation for "practical" subjects - technology classes, home ec classes, financial literacy classes are considered lesser subjects