Knowledge and curriculum planning
This book gives a critical evaluation of theories of knowledge and their impact on curriculum planning. It shows that much curriculum planning has been, and is, misdirected, through unwarranted assumptions about the status of knowledge. Criticism is directed especially towards work within 'philosophy of education' which has tried to reassert traditional views of knowledge. The book prescribes a content-based approach to curriculum planning and towards recent political initiatives, which have adopted similar assumptions and attempted to impose this same approach on schools and teachers. The author claims that in several important areas, this restricts rather than supports curriculum development.
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Early Theories Identifying the Issues
Developed Theories Transcendental Arguments
Pragmatism and Education A Particular Form
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accept activities adopted aesthetic areas argue argument aspects assertions assumptions attempt base behaviour claim cognitive concept concern critical crucial curriculum balance curriculum planning David Hume debate developmental psychology Dewey dimension discussion earlier educational planning educational provision emotions empiricism empiricist evaluation example existentialist experience explore form of education fundamental growth Hegel high culture identify important individual intellectual intrinsic issues John Dewey judgements Kant knowledge and values knowledge-content learning major merely moral education noted objective offer op.cit particular Paul Hirst philosophy philosophy of education Plato Plowden Report political problems procedures promote pupils questions rationalism rationalist epistemology rationalist perspective rationalist view reason recent recognize rejection Richard Hoggart Richard Peters saw in Chapter scientific seen sense social society sociology of education subject-content subjects suggested teachers theory of education theory of knowledge transmission truth United Kingdom validity value pluralism view of education view of knowledge
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