1. Dr. Sukhwinder Singh Cheema
Concept of Curriculum and role in developing Economic Values and Critical Thinking
Dr. Sukhwinder Singh Cheema

2. Meaning of Curriculium
Etymological Meaning:
Latin word “Currere” which mean Path / Roadway/ Track to Run a Race to reach a goal.

3. Definitions:
Cunningham, : Curriculum is a tool in the hands of an Artist( Teacher) to Mould his material (Pupils) according to his ideals( aims and Objectives) in his Studio ( School)
Ross, “Curriculum includes cognitive, affective and conative activities. Cognitive activities include Language, Literature, Arithmetic, Science, Geography and History. Affective activities include music, art, and poetry. Conative activities include activities which satisfy the basic needs of food, clothes and shelter which may be called practical arts and capacities of work.

4. Meaning of Values
Values are important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable.
Values have major influence on a person's behavior and attitude and serve as broad guidelines in all situations

5. Economic Values
Mayor Durbin says "Economics is the intellectual religion of the days." Malthus says, "Political economy is perhaps the only science of which it may be said that the ignorance of it is not merely a deprivation of good but produce great positive evil."

6. Josh Kaufman Explains ‘Economic Values’
Efficacy — how much effect and influence a person keep in his conduct?
Efficiency: Degree of Accuracy
Utility: Social and Individual
Speed — how quickly does it work?
Reliability — can I depend on it to do what I want?
Ease of Use — how much effort does it require?
Flexibility — how many things does it do?
Status — how does this affect the way others perceive me?
Aesthetic Appeal — how attractive or otherwise aesthetically pleasing is it?

7. ‘Economic Values Emotion — How much emotional balanced a person ?
Productivity — how much do one may contribute?
Rational Thinker:
Critical analyser:
Decision Making:
Evaluator:
Predictor:
Wise Consumer:
Democratic Citizen:

8. Economic Values
According to Prof. J. H. Dodd, Importance of economics can be divided in following two parts:
(a) Theoretical Values
(b) PracticalValues

9. Economic Values
1. Increase in Knowledge: Help in broaden the knowledge horizon of the students about :
Economic Concepts, theories, principles and Laws, Problems of Economy, Society, Nation and Human Being/ Individual.
2. Development of the Power of Reasoning:
The study of content of Economics is helpful to develop the Reasoning Power of the Students. Being a Science, Economics’ students develop the habit of Scientific Enquiry to understand the fact related to any Economic Problem.
3. Development of the Power of Analysis:
The nature of the Economics is scientific so it study is helpful to develop power of scientific analysis among students of Economics

10. Economic Values 4. Cognitive Development:
Economics play its role in cognitive development of the students
Being a Science, Having Broader Area of Scope,
Scientific Methods of Enquiry are helpful in cognitive development of the students.
5. Development of Problem Solving Competence: Scientific enquiry training of the students of Economics is helpful to develop Problem Solving Abilities among Students.

11. Economic Values 6. Development of Desirable Attitudes:
Because facts are forgotten easily, while attitude continue to last in an individual’s mind. Study of the content of Economics is helpful to develop right attitude, Broader Outlook and National thinking among Students.
7. Provide Training of cooperation:
study of the content of the Economics develop understanding among the Students that problem of society and aims of the
Nation can’t be achieved with individual efforts. So, emergence of WTO, and LPG era is a contribution of Economics Curricula.

12. Economic Values 8. Development of national attitude:
Its only Economics which discuss various problems( i.e, Population, inflation, Poverty, illiteracy and unemployment) of society in national perspectives. In this way it is helpful in developing national outlook among students.
9. Development of International understanding:
Its only Economics which discuss various problems( i.e, Terrorism, communalism, Population, inflation, Poverty, illiteracy and unemployment in international perspectives. In this way it is helpful in developing international outlook among students.

13. Economic Values
10. Development of habit of adjustability and flexibility:
Study of the content of the economics( Knowledge of the Scarcity of resources, alternative Uses and need of choice) is helpful in developing habit of adjustment and flexibility in nature.
11. Development of skill in responsible group participation:
Students of economics are aware about the facts that to achieve the aims of the society group efforts are must, so the play role of responsible participants.

14. Economic Values
13. Development of skill in enquiry and decision making:
Being a scientific subject Economics develop the skill of Enquiry of Cause and effect relationship. The student became able to take right decision on the basis of the facts of enquiry.
14. Development of Skill in reading and Learning:
By developing Cognitive domain, logical thinking, reasoning power of the Individuals it is helpful in developing reading and Learning Skills among students.
15. Useful Citizenship:
By developing above mentioned traits among the students economics is helpful in making them useful citizens.

15. Meaning of Critical Thinking:
Critical thinking is just deliberately and systematically processing information so that you can make better decisions and generally understand things better. The above definition includes so many words because critical thinking requires you to apply diverse intellectual tools to diverse information.
Process of critical thinking include:
Conceptualizing
Analyzing
Synthesizing
Evaluating

16. Definitions of Critical Thinking:
“Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” The Foundation for Critical Thinking
“Critical thinking deliberately employ conceptualisation, analysing, synthesizing and evaluating intellectual tools to reach more accurate conclusions than your brain automatically would.” Andrew Roberts

17. Definitions of Critical Thinking:
Health and Physical Education in the New Zealand Curriculum (1999) defines critical thinking as "examining, questioning, evaluating, and challenging taken-for-granted assumptions about issues and practices" and critical action as "action based on critical thinking" (page 56).
According to Robert H. Ennis (1985, 45), "Critical thinking is reflective and reasonable thinking that is focused on deciding what to believe or do."

18. Components of Critical Thinking
I) Perception:
Perception is considered to be the manner in which individuals receive, interpret and translate experiences. How individuals perceive things works to define how they think. Perception tends to provide individuals a significant filtering system.
II) Assumptions:
Assumptions are central to critical thinking. They tend to be implied, where individuals are not always conscious of them. Assumptions are not always bad and often rest on the notion that some ideas are obvious. They tend to make individuals comfortable with their present beliefs, shutting out any alternatives.

19. Components of Critical Thinking
iii) Emotion:
Trying to leave emotion out of almost anything is impossible as it is part of everything people do and think. Emotions are the number one cause of creating and putting into place thinking and operating barriers, which are continually used as a defense mechanism. Critical thinkers do not ignore or deny emotions but learn to accept and manage them.
iv) Language:
Thinking can’t be separated from language since both tend to have three primary purposes: to inform, persuade and explain. Language denotes (designates meanings) and connotes (implies or suggests something), and relies heavily on the use of metaphors. Metaphors are powerful language tools, which are able to influence how individuals think and problem solve. These figures of speech give great color and depth to one’s language. Metaphors can be short phrases, stories, or even poetic renditions and is a verbal message that listeners can easily interpret and visualize.

20. Components of Critical Thinking
v) Argument:
An argument is a claim, which is used to persuade that something is (or is not) true, or should (or should not) be done. An argument contains three basic elements: an issue, one or more reasons or premises, and one or more conclusions. An argument can be either valid or invalid based on its structure and only premises & conclusions are reached, which are either true or false.
The goal of critical thinking is to implement a sound argument, which has both a valid or proper structure and contains true premises. This is where using logic makes all the difference.

21. Components of Critical Thinking
VI) Fallacy
Reasoning that doesn’t meet the criteria for being a sound argument is considered erroneous, or fallacious. A fallacy comes from incorrect patterns of reasoning. However, it does not always mean that the conclusion is false, but it does underscore the fact that the reasoning used to support it is not: valid, based on true premises, or complete and does not include all necessary relevant information.
VII) Logic
Logic incorporates two methods or types of reasoning: deductive and inductive. Deductive reasoning relies on facts, certainty, syllogisms, validity, truth of premises sound arguments and supported conclusions. Inductive reasoning relies on diverse facts, probability, generalizations, hypotheses, analogies and inductive strength.

22. Components of Critical Thinking
VIII) Ignorant certainty:
 Ignorant certainty is the belief that there are definite, correct answers to all questions–all you have to do is find the right source. It’s understandable that a lot of students come into college thinking this way–you can get through most high school work with this attitude. In college and in life, however, the answers to most meaningful questions are rarely straightforward. To get anywhere in classes (especially upper-level ones), you have to think critically about the material.

23. Components of Critical Thinking
IX. Naive Relativism:
Naive relativism is the belief that there is no truth and all arguments are equal. According to Roberts, this is often a view that students adopt once they learn the error of ignorant certainty.
X. Helpful in framing Opinion:
It allows you to form your own opinions and engage with material beyond a superficial level. This is essential to crafting a great essay and having an intelligent discussion with your professor or classmates. You can only get so far by regurgitating what the textbook says.

24. Components of Critical Thinking
XI. Helpful in generating Original Thinking:
It allows you to generate worthy arguments and back them up with relevant facts. Original thought is crucial and you can’t perform it without thinking critically.
XII. Helpful in developing intellectually:
It allows you to continue to develop intellectually after you graduate. Progress shouldn’t stop after graduation. You should keep learning as much as you can. When you encounter new information, knowing how to think critically will help you evaluate it and put it to use.
XIII. It helps you make hard decisions:
Critical thinking is just as important to the decision-making process. Critical thinking allows you to take your available options and compare the pros and cons of each. When you approach a decision critically, you may even realize you have more options than you imagined.