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Continuing the Dialogue: Curriculum, Didaktik and Theories of Knowledge

Published on Nov 2, 2018in Journal of Curriculum Studies1.42
· DOI :10.1080/00220272.2018.1537377
Norm Friesen17
Estimated H-index: 17
(BSU: Boise State University)
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Abstract
ABSTRACTJoseph Schwab’s famous remark, that the field of curriculum is ‘moribund’—no longer able ‘to …contribute significantly to the advancement of education’—has long echoed in curriculum studies. Although its specific meaning has changed, it still rings in our ears today. It now applies as much to discussions in the United States and United Kingdom as it does to those in Northern Europe—where the cognate field of General Didaktik has been described as ‘quiet’, or more recently, by Zierer and Seel (2012), as ‘dead’. This ‘virtual issue’ of the Journal of Curriculum Studies brings together five articles of direct relevance to the contemporary ‘crisis’ in transatlantic studies of curriculum and instruction that also share a common focus on the question of curricular content. ‘None of the many traditional American educational approaches have paid serious attention to the “school subject” or “instructional content,”’ as Westbury and Doyle have pointed out (1992, p. 137); and others in curriculum studies see...
  • References (9)
  • Citations (1)
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#1Zongyi Deng (NIE: National Institute of Education)H-Index: 13
This article attempts to extend and deepen the conversation concerning the knowledge-based approach to curriculum espoused by Michael Young in his 2013 JCS paper through revisiting the structure of the disciplines thinking of Joseph Schwab and German Didaktik. It argues that curriculum making requires a theory of knowledge that not only differentiates different types of knowledge but also elucidates the concepts, theories, methods and habits of mind within a particular knowledge type that contri...
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This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its object––what is taught and learned in school––and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature of this ‘crisis’, the paper argues that curriculum theory must begin not from the learner but from the learner’s entitlement to knowledge. It then deve...
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#1Renata Nascimento (PUC-Rio: Pontifical Catholic University of Rio de Janeiro)H-Index: 3
#2Fabiane QueirozH-Index: 3
Last. Adelailson PeixotoH-Index: 4
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Colorization and illumination are key processes for creating animated cartoons. Computer assisted methods have been incorporated in animation/illustration systems to reduce the artists' workload. This paper presents a new method for illumination and colorization of 2D drawings based on a region- tree representation. Starting from a hand-drawn cartoon, the proposed method extracts geometric and topological information and builds a tree structure, ensuring independence among parts of the drawing, ...
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After a long period of paradigmatic stability in the field of general didactics ( Allgemeine Didaktik ) in Germany, the proponents of the 'constructivist didactics' claim to be formulating a new approach on the theoretical as well as practical levels. This claim is analysed and evaluated. Four background theories of constructivist didactics are sketched; the central arguments of these didactics are reconstructed; some examples of practical constructivist teaching recommendations presented; and, ...
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#1Ian WestburyH-Index: 1
#2Walter DoyleH-Index: 25
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ABSTRACTThe idea of powerful knowledge as a curriculum principle has led to extensive discussion. It has been framed as a way of bringing knowledge back into curriculum thinking in the light if its...
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#1Prema Ponnudurai (Taylors University)H-Index: 2
#2Logendra Stanley Ponniah (Taylors University)
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Two critical theories—both contemporaneous and complementary—in Western philosophy of education spanning the 1960s to the 1980s will first be explicated, and then their significant intellectual values will be discussed on the basis of such a comparative account. These two critical models are the practical theory of education in the Anglophone world (typically in the UK) and the critical theory of education in the Continental Germany. I will introduce them—namely, analytic practical educational t...
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ABSTRACTWhat can educators working to develop critical thinking (CT) in their classrooms gain from engaging with the German/Scandinavian tradition of Bildung-centred Didaktik? This article takes up...
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