Curriculum Design for a Productive, Harmonious Society Standards, Model Curriculum, Perceptions of Stakeholders, and Achievement Indicators

This study explores the role of curriculum development within the context of a post-war society. Education exists for more than one purpose. One, of course, is to gain skill sets (Tyler, 2013; Wiles, 2009). More importantly, it is to develop a well-rounded individual with critical thinking ability who contributes to the well-being of society (Ohio, 2019). Productive adults need to be able to work as a team, to make decisions in a timely manner and to solve problems creatively (Dymond, 2013; Gonzales, 2008). Curriculum standards for a US state are analyzed as are sample activities. Individuals who were schooled in post-war societies, including Germany and Korea are interviewed for their perspective of their home country’s curric-ulum. Scaffolding of all of these abilities begins around age five with kindergarten. In the younger years, children should develop a love for learning. How does one instill a love for learning? By creating en-gaging learning experiences - bring books to life with puppet shows, for example. Other skills that need to be developed (and how to do so) are discussed. Curriculum adjusts in the middle school years to accommodate for greater physical and mental abilities. High school becomes more intellectual and prepares young adults either for a trade, a trade school or university. Of important note is that throughout education, individuals not only develop personal skills, but the notion of ‘giving back to society’ is instilled from the begin-ning. Thus, a harmonious society of talented individuals is created.