Explaining the Systemic Nature of the Educational Curriculum through Systems Analysis

Abstract

This article examines the issue of theoretical and methodological coherence and alignment among educational curricula based on the fundamental premise that human development constitutes an integrated system of physical, emotional, and intellectual development. The study analyzes the taxonomy of educational objectives, the concept of holistic competencies, and international as well as national educational policy documents, thereby theoretically substantiating learning as a complex and integrated system. 
Educational standards oriented on learning inputs and outcomes are explored through the lenses of the principle of dialectical interdependence and systems analysis, and are interpreted as a unified, coherent systemic structure. 
The findings indicate that, in implementing educational curricula, avoiding the overemphasis of any single component and instead organizing them in terms of their interrelationships and interdependence can significantly enhance the effectiveness and overall efficiency of learning.
Keywords: Cognitive Education; Social and Emotional Learning (SEL); Life Competency Education; Input and Outcome-Based Educational Standards); Competency; Curriculum Framework.