Curriculum Design for Developing Capacity to Deal with Complex Issues: Theoretical Perspectives

Abstract

This paper explores mental complexity theory in relation to curriculum design and development, and its relationship to implementation as interactive distance learning. We propose that a particular philosophical mindset leads a curriculum designer to choose learning designs that fit within a particular thinking paradigm. The learning strategies designers choose in constructing the curriculum impact significantly how their learners approach and gain from these experiences. The study explores philosophical paradigms relating to how a curriculum might be conceived and communicated. We offer a framework for creating curriculum that supports learners to develop skills, knowledge and attitudes appropriate for dealing with greater degrees of intellectual, social and environmental complexity. In this argument, different forms of mental complexity are linked to three learning metaphors and learning design strategies associated with distance learning. The reflections of a curriculum designer are used to exemplify a changing mental structure. We suggest that a curriculum should 'work on' and improve learners' brain agility so they can deal with new and intricate issues without being dependent on pre-determined knowledge/solutions.