NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ651309
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0305-764X
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)
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)