Differentiated curriculum in the third millennium in-between intellectual capital and knowledge economy
Abstract
If lack of knowledge creates fear, possessing knowledge creates courage. Therefore, all educational institutions not only have to promote but upward develop knowledge via navigating and (re)formulating it in order to keep pace with the goal of education in the 3rd Millennium awakening the intellectual repertoire inside all of us, creating new conditions and capabilities for discovering the unknown and having the ability to practice knowledge – departing from the past, making full use of what is available and orienting for the future. Knowledge has no value unless it is practiced in all aspects of life in order to provide an added value to the human power. Therefore, investment in knowledge - whether producing, using, or sharing it – constitutes some sort of knowledge economy of immense benefits based on the intellectual capital. Such processes cannot be carried out, but by a differentiated curriculum compromising with various educational programs and varied, different learning contexts, considering individual differences, providing varied contents of deep and differentiated cognitive rules, and finding rich, varied and well-organized interdisciplinary relations aiming at removing the ceiling over what is learnable. The differentiated curriculum will, therefore, cement the relationship between the intellectual capital and knowledge economy in an era that is characterized by many challenges and needs many skills.
Keywords: Differentiated Curriculum, Third Millennium, Intellectual Capital, Knowledge Economy
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