Johan Muller
Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
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The study of what constitutes 'school knowledge' is still widely debated - who decides what is taught in schools?
Presents a novel way to consider curriculum and policy together
Gives a broad overview and introduction to the sociology of curriculum
Particularly important issue in countries which have a statutory/National Curriculum
The author is well respected and gaining in popularity worldwide
International issue - affects all discussions of policy adn curriculum in every country
Introduction; Chapter 1 The First and Last Interpreters, Nick Taylor; Chapter 2 Globalization, Innovation and Knowledge; Chapter 3 What Knowledge is of Most Worth for the Millennial Citizen?; Chapter 4 Schooling and Everyday Life, Nick Taylor; Chapter 5 Intimations of Boundlessness; Chapter 6 The Well-tempered Learner; Chapter 7 Critics and Reconstructors; Chapter 8 Beyond Unkept Promises; Chapter 9 Reason, Reality and Public Trust;
Introduction 1.The First and Last Interpretters 2. Globalization, Innovation and Knowledge 3.What Knowledge is of Most Worth for the Millennial Citizen? 4.Schooling and Everyday Life 5.Intimations of Boundlessness 6.The Well-tempered Learner 7.Critics and Reconstructors 8. Beyond Unkept Promises 9.Reason, Reality and Public Trust
This book reasserts the importance for a strong view of knowledge for a robust sociology of knowledge, for analyzing and formulating curricula and for a relevant approach to education policy.
Über den Autor
Johan Muller
Inhaltsverzeichnis
Introduction 1.The First and Last Interpretters 2. Globalization, Innovation and Knowledge 3.What Knowledge is of Most Worth for the Millennial Citizen? 4.Schooling and Everyday Life 5.Intimations of Boundlessness 6.The Well-tempered Learner 7.Critics and Reconstructors 8. Beyond Unkept Promises 9.Reason, Reality and Public Trust
Klappentext
Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy.
A recurring theme of the book is that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalised it into a set of sceptical claims about reality itself. This has had pernicious effects upon the formulation of policy, the practice of education and the conduct of government.
Divided into three sections, the first section provides a general introduction to the notion of knowledge as a dynamic set of social interpretations which converge or diverge under certain conditions. The second section considers the issue of economic globalisation, and asks whether there are special requirements for thought and knowledge in such a world. Section three considers the emergence of new forms of thinking about curriculum and pedagogy, and the possibilities and limits of these forms of thinking. Section four does the same for policy formulation and analysis. The central question underlying each investigation is: how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
This is a stimulating and thought-provoking account.
