VIRTUAL: Learning. Life. Work.

Abstract

The famous Welsh educationalist, Professor Emeritus Dylan Wiliam once said, “A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught, pedagogy trumps curriculum. Or more precisely, pedagogy is curriculum, because what matters is how things are taught, rather than what is taught”. Professor Wiliam’s quote demonstrates the process of a global security curriculum impacting the autocratic perilous world. Curriculum is a predetermined answer of two distinct hybrid characteristics of either the desirable (better) or undesirable (worse) outcome, which is the dichotomy between the goals of both educational capitalism and political authoritarianism conflicting for the economic soul. Both the Japanese depopulation and the Covid-19 crises have provided practitioners with curriculum alternatives including “Homeroom”scheduling models without dealing with physical boundaries but aspiring toward virtual “freedom” to slim-down operations. Recent campus orientation introduces disciplinary fields on-line before students arrive on-campus with personalized guidance or a “home button” as well as providing students with events, notifications, and conferences for the purpose of a “unified regulatory agenda” for cross-disciplinary engagement. However, while the author was upgrading her “Homeroom” curriculum ideas, she stumbled upon the United States’ expanding horror of the trumped “1776 Curriculum”. In this research, the author will compare and contrast the desirable versus the undesirable pedagogical curriculum that is interconnected with the 1776 Curriculum (revised from the 1776 Commission) that mirror’s the late Shinzo Abe’s cult-indoctrinated revision of the “Fundamental Law of Education” that has covertly influenced hybrid horrors of theocratism.