For Knowledge: Tradition, Progressivism and Progress in Education--Reconstructing the Curriculum Debate.

Moore, Rob

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Peer reviewed

ERIC Number: EJ651309

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0305-764X

EISSN: N/A

For Knowledge: Tradition, Progressivism and Progress in Education--Reconstructing the Curriculum Debate.

Moore, Rob

Cambridge Journal of Education, v30 n1 p17-36 Mar 2000

Draws on realist theories of knowledge and epistemologies in the philosophy of science in order to argue that databases around the English school curriculum would benefit from such approaches. Reviews ways that knowledge has been conceived as social in educational thinking. Includes references. (CMK)

Descriptors: Academic Discourse, Curriculum Development, Educational Change, Elementary School Curriculum, Epistemology, Foreign Countries, Higher Education, Multicultural Education, Secondary School Curriculum, Social Influences, Theories

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (England)

Grant or Contract Numbers: N/A

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