II.1. Principles for elaboration Over the solid basis of the preceding conceptual spectrum, it is possible to affirm at this point, the fundamental principles for devising a curriculum, so that it will satisfactorily address all accepted ideas.

II.1.1. Principle of innovation There exists a need, which is impossible to postpone (especially for undeveloped countries.) It consists in schools been conducive to the use of imagination to the greatest extent, one that may permit the students to reach entirely new solutions in all possible fields. “That is why, creative experiences must be facilitated, because the learning processes will only take place through individual discoveries. As C. Rogers says, in order to learn, it is imperative first to not have defensive attitudes, so that one may express questions, doubts, gaining a better understanding of problems and understanding of the meaning of having one’s own experiences. ” (19) “Creativity, today, is a must for survival, given the many problems that arise during the individual’s life and that of society as a whole. This calls for solutions which may not have been thought of yet.” (20)

II.1.2. Principle of integration This principle is covered from two angles:

a) In the relationship with the student, the self-realization of the individual as a whole, is not achieved through emphasis on knowledge alone, but rather there must exist a true equilibrium between this and self-control in the areas of psychomotor and affective parts of the being.

b) As it relates to the disciplines included in the curriculum, the achievement of, and permanence of the lessons learned is more effective when the student is able to identify the greatest amount of relationships between the diverse content of the program. To this, I find necessary to add that the integration must be horizontal as well as vertical. One might even add that perceived inter-relationships are not only pertinent to one level, but rather, could be applied to all levels.

“Another finding with regards to activities of learning, which is very important when choosing objectives, is the fact that congruent lessons learned relate to one another, and are in that sense integrated and coherent, tending to reinforce one another; while isolated or incongruent lessons demand more time and can interfere with one another. ” (21)

“Globalization is not achieved externally, by didactic artifices: it is an activity of the human spirit when man is confronted with complex situations. What is actually ‘globalized’ (combined) are action schemes of the student and not the disciplines of the curriculum. In the future (very popular subject today,) the concern of those who design educational curriculums will be focused more on the plethora of schemes, rather than the disciplines of the curriculum. Now, only possibility-rich objectives with creative purposes will be able to take psychological activity to a globalization of automated information.” (22)

“It is possible to see then, that this radical transformation does not only include specialized didactics in certain branches of scientific teaching (Mathematics, Physics, etc.,) but also a whole series of more general topics such as that of the role of teaching pre-school level (4 to 6 year-olds,) the real significance of active methods (of which there is much talk, but yet very few apply properly.) The application of attained psychological principles, about the development of a child and adolescent and the interdisciplinary character imperative at the preparatory and at all levels, as opposed to the dismemberment which still affects both college as well as high-school levels. ” (23)

“Many of today’s most urgent problems are of this kind: solutions cannot be found in a discipline, or even in a group of inter-related disciplines. But like with practical projects, the topics must be valid by themselves, they must not result to be deceptive. It is highly improbable that the 1980’s, 1990’s and beyond will lack proper challenges for such an interdisciplinary exam, and the students who are currently being shaped to become responsible members of society will not stop recognizing its’ importance. ” (24)