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Knowledge and curriculum boundaries?
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Resumo(s)
Starting from Theaetetus, one of Plato’s Dialogues, to discuss the nature of
knowledge (what?) and the ways to access to it (how?), and confronting
rationalist and empiricist positions, this theoretical analysis aims at critically
analysing the meaning of knowledge originated from the scientific revolution,
based on Bacon’s Novum Organum and the Cartesian rationality, as a way
to reach the “ideal” stage of humanity.
Turning to curriculum-making, questions related to “what to teach/learn” and
“how to teach/learn” necessarily evokes issues concerned with knowledge, a
scientific and socially valid knowledge.
But the “black-and-white” mental organisation evidenced by the knowledge
boundaries of various disciplines in hierarchical order composing the study
plans, characteristic of the modernist technological curriculum, is now
undermined by the recognition of the complexity of the phenomena to be
studied.
Challenged by new theories from the field of the hard sciences, the
curriculum studies has to seriously reflect about the real meaning of what is
a scientific and socially valid knowledge conveyed by the school in the
present context of paradigm shift and be consequent, i.e., be bold enough to
put the reflection into action.
Descrição
Palavras-chave
Scientific knowledge Socially valid knowledge Complexity Paradigm shift Post-modernity . Faculdade de Ciências Sociais
Contexto Educativo
Citação
Sousa, J. M. (2017). Knowledge and curriculum boundaries?. European Journal of Curriculum Studies, Vol. 4, No. 2, 644-655.