NotesFAQContact Us
Search Tips
ERIC Number: ED308627
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 72
Abstractor: N/A
Reference Count: N/A
Uncertainty and Power: New Paradigms of Knowing and the Knowledge Base of Educational Policy.
Weiler, Hans N.
According to John Friedmann, planning is meant to mediate knowledge and action, providing a conceptual and operational linkage between a certain body of knowledge and a certain set of activities in the policy-making domain. This linkage articulates the knowledge needs of action and informs knowledge by translating and processing pertinent insights gained from perusing available knowledge. The close relationship between knowledge and action in planning makes the planning knowledge base critically important. Whether or not educational planning is in crisis (like mainstream planning), it is linked to a particular knowledge base with its own epistemology and its own set of structural and institutional arrangements for producing and disseminating knowledge. This paper argues that key elements in the knowledge base are being profoundly challenged at the same time that educational planning is undergoing some major reconfigurations. These challenges derive from an erosion of the philosphical consensus underlying modern social research and from questions raised about the prevailing structural, economic, and political arrangements for knowledge production and dissemination. Also, dissatisfaction with the existing knowledge base is helping to articulate new and different knowledge needs and generate a new knowledge culture. After reviewing the prevailing philosophical premises guiding the conventional knowledge base for educatonal planning, the paper assesses challenges to the philosophical and institutional elements of this knowledge culture. The paper concludes by speculating on possible concerns for a new educational planning knowledge base. (140 references) (MLH)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A