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The Systems Curriculum · A whole education
A Whole Education
Subjects light the world. Formation lights the person. Nothing in the usual timetable is answerable for joining the two.
From the first encounter with the physical world to the founding of institutions. A whole education is grounded, in the school years, in the architecture of material reality and the principle that complex things exist by reproducing themselves. Through university and working life it builds institutional literacy, the capacity to lead and manage within institutions, then institutional design and stewardship, and finally the leadership, strategy and vision to found what will outlast the founder.
The person who learns
Reached is not the same as joined
Kingdoms are placed in their order, from the ground up; each runs through the whole person. A line is a join: a practice in this week that engages both kingdoms at once. Thicker means more strongly joined; dashed means not joined. The widest join, from the ground to the summit, frames the whole figure when it is made.
One of six joins is made. Body and sense and molecules are not reached, so nothing joins them to the rest. The one join made rests on a single practice.
A kingdom can be reached without being joined to the others. A practice that engages two kingdoms at once exercises the relation between them, which is where the book's three principles do their work: the lower constraining the higher, the higher emerging from the lower and reaching back down. The figure reads wholeness as the joins a week makes, not the kingdoms it lights. A join's strength is the sum, over the week's modes that engage both kingdoms, of the lesser of the two weights; a join made by only one mode is held by a single practice.
Indirectly, through the conditions of a life: sleep, food, activity, safety and the week's stress load, which the Cathedral's Cascade Engine traces.
The four ways of knowing this week develops
It develops only the two ways of knowing the knowledge tree organises: the propositional and the procedural. Each mode is tagged with the ways of knowing it develops. A week that develops only the propositional and the procedural develops only what the knowledge tree organises, however many subjects it holds.
Across the world · 6 cycle-level parts reached
Compose a week
A learner's working model of the world is built, formed and tested in four ways at once.
Five strong academic subjects taught for the examination, and nothing else counted.
A whole education: the four tests
This week reaches 2 of 4 realms and forms 2 of the person's 4 kingdoms. It works through 2 of the 3 channels and is tested by a marker. 0 of the four tests are met. It develops only the two ways of knowing the knowledge tree organises: the propositional and the procedural.
Modes of formation · select to add or remove
Classroom subjects: Language A: language and literature, Mathematics: analysis and approaches, Chemistry, Economics, History
Sport and movement
Football, cricket, kabaddi, netball, swimming, martial arts, athletics, long walks.
How reality answers: The ball goes where physics sends it; the body and the scoreboard report honestly.
What only it forms: The body's model of force, timing and fatigue; losing in public and trying again.
The five elements · The five elements cannot be timetabled. A week can only provide the conditions in which they form; they emerge, or not, from the whole.
The case for sport, music or craft does not rest on raising exam results. Each forms something the classroom cannot reach, and that is the case.
The four tests describe conditions, not outcomes. Meeting them does not guarantee a formed person; failing them makes one unlikely.
The four tests, the modes, the joins and the elements are the author's framework; the evidence they draw on carries its own marks. No page of this section scores, ranks or diagnoses a person. It shows the conditions a week or a stage provides, never a verdict on anyone.
Imagined · framework