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ERIC Number: ED328236
Record Type: Non-Journal
Publication Date: 1982-Feb
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0725-0223
Charlatans, Knowledge, Curriculum and Phenomenological Research. Working Papers in Distance Education, No. 5.
Vandenberg, Donald
Arguing that the word "knowledge" has become unfashionable, having been replaced by "science," this paper begins by positing that there are many sciences and that it is the task of basic theorist within each science to ascertain the appropriate procedures, principles, and canons of enquiry based on detailed knowledge of the fundamental phenomena within the domain. All canons of inquiry or criteria of good knowledge are, therefore, field-dependent and domain-specific. The only valid knowledge worthy of inclusion in the school curriculum is the theoretical knowledge of the individual academic disciplines and the practical knowledge of the arts, crafts, trades, sports, and professions, that has been validated by qualified experts. Knowledge in the curriculum should help the young to become aware of things in the world that they should be exploring if they are to become responsible adults. When it does, education becomes the conceptual grasp of perceptual reality, and the selection of materials from the academic disciplines for the school curriculum is a matter for phenomenological research. What has to be ascertained is how the pupil can come aware of the objects in the various domains in such a way that they remain continuous with the things perceived in his common sense experience. In distance education, the lack of direct communication between the teacher and the students presents a major pedagogical problem. The written lecture becomes a key element in the package of instructional materials, and it should be treated as a personal communication from the teacher to the student which integrates the other course materials. (DB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Queensland Univ., St. Lucia (Australia). School of External Studies and Continuing Education