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Knowledge and curriculum boundaries?

dc.contributor.authorSousa, Jesus Maria
dc.date.accessioned2022-05-05T10:28:08Z
dc.date.available2022-05-05T10:28:08Z
dc.date.issued2017
dc.description.abstractStarting 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSousa, J. M. (2017). Knowledge and curriculum boundaries?. European Journal of Curriculum Studies, Vol. 4, No. 2, 644-655.pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.13/4252
dc.language.isoengpt_PT
dc.publisherAssociação Portuguesa de Estudos Curricularespt_PT
dc.subjectScientific knowledgept_PT
dc.subjectSocially valid knowledgept_PT
dc.subjectComplexitypt_PT
dc.subjectParadigm shiftpt_PT
dc.subjectPost-modernitypt_PT
dc.subject.pt_PT
dc.subjectFaculdade de Ciências Sociaispt_PT
dc.titleKnowledge and curriculum boundaries?pt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceBraga (Portugal)pt_PT
oaire.citation.endPage655pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage644pt_PT
oaire.citation.titleEuropean Journal of Curriculum Studiespt_PT
oaire.citation.volume4pt_PT
person.familyNameSousa
person.givenNameJesus Maria
person.identifier.ciencia-id6213-31CC-FF2E
person.identifier.orcid0000-0002-1931-8858
person.identifier.ridA-7543-2014
person.identifier.scopus-author-id7202617780
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication6f9489d9-eb5e-4d10-ad57-552a22535581
relation.isAuthorOfPublication.latestForDiscovery6f9489d9-eb5e-4d10-ad57-552a22535581

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