CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Bringing knowledge back in: perspectives from liberal education
Tác giả
Deng Z.
Năm xuất bản
2018
Source title
Cambridge Journal of Education
Số trích dẫn
23
DOI
10.1080/0305764X.2017.1330874
Liên kết
Tóm tắt
From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on ‘bringing knowledge back’ into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and Hirst, Bildung-centred Didaktik and the Schwabian model of a liberal education. The central thesis is that if education is centrally concerned with the cultivation of human powers (capacities, ways of thinking, dispositions), then knowledge needs to be seen as an important resource for that cultivation. A theory of knowledge is needed that conceives the significance of knowledge in ways productive of this cultivation. Furthermore, a theory of content is needed that concerns how knowledge is selected and translated into curriculum content and how content can be analysed and unpacked in ways that open up manifold opportunities for cultivating human powers. © 2017 University of Cambridge, Faculty of Education.
Từ khóa
content; curriculum; Didaktik; knowledge; Liberal education; Schwab
Tài liệu tham khảo
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Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
All Open Access; Green Open Access
Nguồn
Scopus