2. INTRODUCTION

Many countries, seeking excellence in the development of their human resources, adopt an international education curriculum. At face value, the ‘adoption’ does not make sense. Education, being a social construction should be defined by the core values of the culture it serves. Understanding that we live in a diverse world with different cultures and religions we do not expect that an ‘international’ curriculum or an accrediting organization serve all nations and their educational institutions.

Burger and Luckmann have presented how reality is socially constructed through the central role of knowledge and language in a systematic way. Their presentation rises to the theoretical level, i.e., what has been presented is a scientific investigation into the immutable processes of social construction of reality, and can readily provide an understanding of every particular instance (formal theory). This paper is not interested in the formal level of knowledge but rather the core values and results of the educational curriculum (substantive theory). The paper will also make the case that one educational curriculum that embeds and serves one set of core values is not suitable to serve a different set.

In this paper, I will present the rhetoric about what constitutes professional code of conduct, both in terms of character and attitude, will present what are the results of a professional education curriculum as confessed by a major western high education organization, I will present the core values held by the dominant culture, I will also present another set of core values held by a different world view. Issues related to national education policy and international educational organizations will be discussed.

Words of caution that the reader should understand. First, although the presentation is critical of practices, is not about being critical of theory for one tradition should not utilize its fundamental values to critique another. Second, fundamental values should not be held responsible for the actions of its interpreters. Third, prejudices, beliefs and traditions cannot be changed by arguments. The ultimate goal is to disclose and explain what is happening.