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New Perspectives on Curriculum, Learning and Assessment

  • DavidĀ Scott

Table of contents

  1. Front Matter
    Pages i-xiii
  2. David Scott
    Pages 11-33
  3. David Scott
    Pages 35-49
  4. David Scott
    Pages 51-60
  5. David Scott
    Pages 61-79
  6. David Scott
    Pages 81-89
  7. David Scott
    Pages 91-110
  8. David Scott
    Pages 111-141
  9. David Scott
    Pages 143-158
  10. Back Matter
    Pages 159-210

About this book

Introduction

This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

Keywords

Critical pedagogy Foundationalism Globalization Mechanisms Innovative pedagogical experimentation Post-modern curriculum Scientific curriculum development Socio-cultural learning autonomous instrumentalism critical instrumentalism epistemic foundationalism international education comparisons learning transitions productive learning environments

Authors and affiliations

  • DavidĀ Scott
    • 1
  1. 1.Curriculum, Pedagogy & AssessmentUniversity of LondonLondonUnited Kingdom

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-22831-0
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-22830-3
  • Online ISBN 978-3-319-22831-0
  • Buy this book on publisher's site