From "Curriculum" to knowledge engineering: Overcoming the complexity of Public/Individual knowledge relationships.

The "Knowledge age" left the educational community ignoring the profound changes that have emerged in the relationships between the logistic growth of public knowledge and the steady state of individual knowledge. The classical idea of the very nature of "curriculum" is that it is an intermediate structure of public knowledge that enable mediate it to learners at school. The notion of "curriculum" implies linear, predetermined, unidirectional structure of knowledge that commensurate with the structure and function of schooling. However, the transformation of knowledge to digital representation, as well as its structural complexity in 3D sp. Calls for reconsidering the very' idea of curriculum. In our study we will present three models of schooling emanating from the idea of education as the social system mediating betw een public and individual knowledge. The Conventional model consider public knowledge as stock classified as disciplines and curriculum which appears to represent the disciplinary knowledge on a smaller magnitude which enable teaching & learning in the linear mode in a standardized massive school. Search technologies, such as "Google Graph" can be utilized to support the construction of the curriculum. The Adaptive model is suggesting using technologies such as I.A and AI to construct a personalized curriculum for each and every individual. This experimental approach promises flexible dynamic and efficient learning The third model demand an autonomous learner. The individual curriculum is constructed continuously by the learner that navigates its own learning choices. Technologies such as "Watson", "Knewton", "Alexa" and more are used to try and achieve adaptation. The pros and cons of the three models will be discussed considering the distribution of cognitive traits in the broad population, and research based Data concerning the development of Human capital. The promises and constrains of knowledge technologies in solving the curriculum enigma will be discussed and knowledge engineering will be calld for the rescue. [ABSTRACT FROM AUTHOR]