Kurikulum in znanje - poglavje iz uporabne epistemologije

slovenian

2012

volume 23, issue 5/6

knowledge    academic knowledge    curriculum    epistemology    syllabus    learning    cognitive objective   taxonomy 

Slovensko društvo raziskovalcev šolskega polja
(Obvezni izvod spletne publikacije)

Some theories of education disregard the problem of the content of instruction, i.e. the question of the nature and structure of academic knowledge. Such theories can be labelled as reductionist as they evidently avoid an issue that should be at the centre of any reflection on education and instruction. This paper deals with two types of such theoretical reductionism. The central feature of the first type is in reducing the transmission of knowledge to its didactic form. It is shown how J. C. Milner, in his book About the School, deals with this type of pedagogical reductionism. The second type of reductionism can be observed in the theory of learning that underlies the notorious taxonomies of cognitive objectives. There, the issue of instruction and learning is reduced to their psychological dimension. In addition, the paper gives an indication of the way in which the issue of the content of academic knowledge could again be brought to the centre of the debate about schooling. A category matrix is presented that could serve as a means of analysing the nature, structure and types of academic knowledge.

18.03.2014