Knowledge and curriculum boundaries?

Sousa, Jesus Maria

http://hdl.handle.net/10400.13/4252

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Authors

Sousa, Jesus Maria

Abstract(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.