Curriculum vision as a tool to the rescue of Prof M: a life history study

Abstract

ABSTRACT Life-curriculum vision is a reasoning plan for or of educating that guides human actions. A vision is a reasoning plan for educating, should a plan be prescribed as strictly guiding human actions; or a plan of educating, should a plan be generated after actions have already taken place. As such, this life-history study explored and interrogated lessons learnt by means of and through Prof M’s life-curriculum vision that helped him to understand his unique identities and to manage his life-objective reality. Prof M’s vision and pragmatic paradigm produced a natural identity framework for this purposive and convenient individual life-history study based on photo voices, semi-structured interviews, and reflective activities as the data-generation methods. Prof M’s narratives were evaluated by his family, relatives, colleagues, and friends. The findings revealed that, through his life-curriculum vision, he had become a pragmatist, naturalist, and agnostic, deploying his experiences of societal, professional, personal, and natural identities. Consequently, this study recommends that individuals reflect on and critique their experiences. Such reflection and critique may allow them to create their own relevant unique tools, enabling them to address both their personal needs (personal identity) and their societal and professional needs.