NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1028113
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0958-5176
Knowledge and the Curriculum
Scott, David
Curriculum Journal, v25 n1 p14-28 2014
The article focuses on knowledge and how it relates to the school curriculum. This means that a reason (or reasons) for designating knowledge as the central dimension of the curriculum has to be provided. Two reason-giving arguments can be invoked to support this proposition. The first is to conceptualise learning as an epistemic activity, and the second is to suggest that those curriculum ideologies which marginalise knowledge are deficient or inadequate. It is then necessary to determine what this knowledge-producing activity is, and to distinguish it from those curriculum ideologies which purport to prioritise knowledge but rarely achieve their aim. The issues of how knowledge is transformed at the pedagogic and evaluative sites, and the relationship between these three sites, are also briefly addressed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A