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ERIC Number: ED228106
Record Type: Non-Journal
Publication Date: 1982-Jan
Pages: 24
Abstractor: N/A
Reference Count: N/A
Scientification of Teaching - A Concept to Be Questioned.
Englund, Tomas; Svingby, Gunilla
Curriculum theory, curriculum development in Swedish schools, the need to reconceptualize curriculum theory, and the scientific approach to education are discussed. Section 1 of the paper describes 3 theories: traditionalism accepts the curriculum as it is; conceptual empiricism is primarily concerned with academic disciplines (student learning is secondary); and reconceptualization perceives curriculum and curriculum research as politically emancipatory. Section 2 outlines curricular concerns in Sweden from 1978-1980, with an emphasis on a 1979 proposal which stated that subject goals should express the general aims of the school system; teaching content should be better related to students' situations, knowledge, and experiences; and central concepts must be defined. The third major section discusses the need for reconceptualization of curriculum theory, using social studies as an example. The point is that "scientification" of subject matter can be one-sided, that guidelines must disengage from narrow science concepts, and that content of school subjects must be directed by curricularists who are responsible to politicians. The final section brings into question the "scientification" of teaching, curriculum, and education in general and concludes that the content of schooling is not a scientific issue but a political one. (KC)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Swedish Board of Education, Stockholm.
Authoring Institution: Goteborg Univ., Molndal (Sweden). Dept. of Education.
Identifiers - Location: Sweden