NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982147
Record Type: Journal
Publication Date: 2012
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0963-8253
Re-Energising Subject Knowledge
Hopkin, John
FORUM: for promoting 3-19 comprehensive education, v54 n2 p299-304 2012
The value of knowledge and the role of subjects in the school curriculum have been widely questioned in recent years, often portrayed as old-fashioned and irrelevant, especially in the face of a fast-changing global economy. This article argues that this is both limited in its view of the potential of knowledge and subjects, and limiting for those pupils denied access to disciplined knowledge, especially in particular schools and subjects. It proposes that the acquisition of knowledge through subjects remains central to pupils' entitlement to a broad and balanced curriculum, and to their ability to participate actively in our society, economy and democracy. It suggests the need for a more informed (and disciplined) policy debate founded in a balanced view of the purposes of education. (Contains 17 notes.)
Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/forum
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom