Cover -- Title Page -- Copyright Page -- Dedication -- Contents -- Foreword -- Acknowledgments -- Preface -- 1 Introduction -- 1.1 Widespread malaise - a Summary -- 1.2 Thought as Material -- 1.3 Renewal of Thought-Material Resources and the Nature-Science Approach -- 1.3.1 Education as Thought-Material processing -- 2 Curriculum - The Place Where Tangible Content Wrestles Intangible Process -- 2.1 Introduction -- 2.2 What is 'Human Thought Material'? -- 2.3 Why This Starting Point? -- 2.4 HTM from the Nature-Science Standpoint -- 2.4.1 "Acts of Finding Out" as the basic Quanta of HTM -- 2.4.2 Individual & Social character of "Acts of Finding Out" -- 2.4.3 The Milgram Program and HTM -- 2.4.4 Post-9/11 Assaults on HTM -- 2.4.5 Collective forms of HTM -- 2.4.6 Determining and Distinguishing Individual and Collective Aspects of HTM: The Role of Delinearized History -- 2.4.7 Destination of HTM -- 2.5 Commodification of HTM -- 2.6 HTM vs Commodification -- 2.6.1 The Education System's Demands for Reform of Mechanism vs HTM's Need for Renewal of Organism -- 2.6.2 "Negating the Negation": Eurocentrism as a Knowledge-Negating Criterion -- 2.6.3 "Education" as a Universal Process Conditioned by the Needs of Particular Social Formations -- 2.6.4 Emergence of Curriculum - Root/Pathway Analysis -- 2.7 Skills Development versus Learning from Acts of "Finding Out" -- 2.7.1 Introduction -- 2.7.2 Technology Development -- 2.7.3 Science of Contemporary Technological Development -- 2.8 Current Practices in Education -- 2.8.1 Computerizing the "Proof" of Plagiarism: A Cautionary Tale -- 2.9 The Need for the Science of Intangibles as the Basis for Education -- 2.10 The Tangible-Intangible Nexus -- 2.11 The Encounter between European and Islamic Outlooks - a Delinearized History.

2.11.1 The Contributions of Greek philosophy and Other Cultural achievements to Islamic scholarship -- 2.11.2 What is New in this Proposed Curriculum -- 2.12 Final Words About Education and Training -- 3 Intention: Its Individual and Social Purposes -- 3.1 Introduction -- 3.2 Human Thought Material: A "Root + Pathway" Analysis -- 3.3 Fœtal Learning -- 3.4 Aspects of Pre-School Learning and Early Development of Individuals' own Thought-Material -- 3.5 Intention: Origins -- 3.5.1 Intention: Anti-Nature direction of Current Modes of Development -- 3.5.2 Intention: Introducing the Aphenomenal Model & its Mythological Emulation of Nature -- 3.5.3 The Science of Intention -- 3.6 Nature for Sale? -- 3.6.1 Nature for Sale: Energy Compromised -- 3.6.2 Nature for Sale: Air Compromised -- 3.6.3 Nature for Sale: Water Compromised -- 3.6.4 Nature for Sale: Food Compromised -- 3.6.5 Nature for Sale: Efficiency Compromised -- 3.7 Conclusions -- 4 Fundamental Changes in Curriculum Development -- 4.1 Introduction -- 4.2 Struggle for Educational Reform: Internal and External Factors -- 4.3 Muslim-Christian Conflict: A Delinearized Short History -- 4.4 Why did the Scientific Revolution Break Out in Europe and Not the Islamic World? -- 4.5 Education and Civilization: a Delinearized History -- 4.5.1 Ibn Khaldun -- 4.6 Education and Civilization: the Delinearized Future Prospect of a Reconstituted Curriculum -- 5 Sustainability and Change in Curriculum Development: The HSSA Syndrome and Other Maladies -- 5.1. Truth is Knowledge, Knowledge is Peace, So … What's the Problem? -- 5.2 What is Sustainability? -- 5.3 What Happens When a Process is Not Sustainable -- 5.4 Theories Proven Wrong? How About 'Laws'? -- 5.5 Could this be Averted, and if so, How? -- 5.6 Theory, Empirical Outlook and Disinformation in the Social Sciences -- 6 The Nature-Science Criterion.

6.1 Introduction - Can Modern Science Distinguish Truth From Falsehood? -- 6.1.1 Focus on tangibles - Disinforming individuals' capacity to act on conscience and blocks access to pathways on which knowledge of truth could be increased -- 6.1.2 Focus on tangibles - "New Science" vs Science of Intangibles -- 6.1.3 Focus on tangibles - The Myth of "Abrahamic Consensus" -- 6.2 Tangible-Intangible Nexus & the criterion of Truth vs Falsehood -- 6.3 Negative Impacts of the Science of Tangibles -- 6.3.1 Tangible Knowledge-in-General vs Intangible Knowledge-for-us -- 6.3.2 Implications of the Nature Science Criterion for the Gathering and Dissemination of Knowledge -- 6.3.3 Science of Matter and Energy as Reconstructed from Natural Technologies Incorporated Among Earliest Foundations of Human Civilization -- 6.3.4 Science of Matter and Energy vs the Eurocentric Knowledge Trail -- 6.3.5 The Eurocentric Knowledge Trail & the Characterization of the Science of Matter and Energy - A Delinearized History -- 6.3.6 Mass and Energy Management in the Middle East - the Delinearized History -- 7 The HSS®A® Phenomenon -- 7.1 Introduction -- 7.2 The HSS®A® (Honey → Sugar → Saccharin® → Aspartame®) Pathway -- 7.2.1 HSS®A® Pathway in Education -- 7.2.2 HSS®A® Pathway in Education: a Brave New World of Training Courses for Everything as the Ultimate Commodification of Knowledge -- 8 Concluding Remarks & Observations -- 8.1 Introduction -- The Appendices -- Appendix 1a -- Appendix 2a -- Appendix 3a -- References and Bibliography -- Index.