NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1178450
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
Bringing Knowledge Back In: Perspectives from Liberal Education
Deng, Zongyi
Cambridge Journal of Education, v48 n3 p335-351 2018
From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back' into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and Hirst, "Bildung"-centred Didaktik and the Schwabian model of a liberal education. The central thesis is that if education is centrally concerned with the cultivation of human powers (capacities, ways of thinking, dispositions), then knowledge needs to be seen as an important resource for that cultivation. A theory of knowledge is needed that conceives the significance of knowledge in ways productive of this cultivation. Furthermore, a theory of content is needed that concerns how knowledge is selected and translated into curriculum content and how content can be analysed and unpacked in ways that open up manifold opportunities for cultivating human powers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A