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Knowledge and the Curriculum

  • David Scott
Chapter
  • 1.1k Downloads
Part of the Evaluating Education: Normative Systems and Institutional Practices book series (ENSIP)

Abstract

This chapter focuses on knowledge and how it relates to the school curriculum, with the argument being made that a curriculum, and a set of curriculum standards, is necessarily framed by a theory of knowledge. Indeed, it would be difficult to think about learning and the curriculum without also at the same time making reference to what is to be learned, in other words, the learning object or objects. And therefore our aim as curriculum-developers and educators becomes the development of some form of knowledge, and in turn this points to the many different types of knowledge that can come from learning. A curriculum, which is a set of teaching and learning prescriptions, is a knowledge-forming activity. However, this cannot settle the issue of what should be included in that curriculum and what should be excluded from it. And in addition, there is still a need to determine what might constitute legitimate and illegitimate forms of knowledge.

Keywords

Social Constructivism Knowledge Construct Social Epistemology Demonstrative Conception Transcendental Condition 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • David Scott
    • 1
  1. 1.Curriculum, Pedagogy & AssessmentUniversity College London Institute of EducationLondonUK

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