Education and Didactics


Confirmation of Caswell's 1952 "Significant Curriculum Issues" Using Mathematical Logic

Authors: Colin James III

From Caswell's seminal paper of 1952, we evaluate 11 significant curriculum issues, then group them into the arbitrary categories of: (1) Learner-Learned (p,q); (2) Accountability of school (r,s,t); (3) Unit of value (u,v,w); and (4) Identity of process (x,y,z). We do not assume weighting factors, so as to avoid AI networking issues. We evaluate the conjecture that (3) implies (2) implies (4) implies (1). The conjecture as rendered is confirmed as tautologous. Therefore Caswell's hypothesis is elevated to a theorem. What follows is that mathematical logic can be a useful approach to verify curriculum issues and extended in the field of education.

Comments: 2 Pages. © Copyright 2016-2019 by Colin James III All rights reserved. Updated abstract at . Respond to the author by email at: info@ersatz-systems dot com.

Download: PDF

Submission history

[v1] 2019-01-01 22:13:58
[v2] 2019-01-02 16:18:02

Unique-IP document downloads: 28 times is a pre-print repository rather than a journal. Articles hosted may not yet have been verified by peer-review and should be treated as preliminary. In particular, anything that appears to include financial or legal advice or proposed medical treatments should be treated with due caution. will not be responsible for any consequences of actions that result from any form of use of any documents on this website.

Add your own feedback and questions here:
You are equally welcome to be positive or negative about any paper but please be polite. If you are being critical you must mention at least one specific error, otherwise your comment will be deleted as unhelpful.

comments powered by Disqus