Reclaiming knowledge: social theory, curriculum and education policy
"Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy." "A recurring theme of the book is that constructivism, as a broad anti-episte...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge, Falmer
2000
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Knowledge, identity and school life series
8 |
| Schlagworte: | |
| Zusammenfassung: | "Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy." "A recurring theme of the book is that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalised it into a set of sceptical claims about reality itself. This has had pernicious effects upon the formulation of policy, the practice of education and the conduct of government. "Divided into three sections, the first section provides a general introduction to the notion of knowledge as a dynamic set of social interpretations which converge or diverge under certain conditions. The second section considers the issue of economic globalisation, and asks whether there are special requirements for thought and knowledge in such a world. Section three considers the emergence of new forms of thinking about curriculum and pedagogy, and the possibilities and limits of these forms of thinking. Section four does the same for policy formulation and analysis. The central question underlying each investigation is: how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?"--BOOK JACKET |
| Beschreibung: | X, 173 S. |
| ISBN: | 0750709588 |
Internformat
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| 250 | |a 1. publ. | ||
| 264 | 1 | |a London [u.a.] |b Routledge, Falmer |c 2000 | |
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| 490 | 1 | |a Knowledge, identity and school life series |v 8 | |
| 520 | 1 | |a "Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy." "A recurring theme of the book is that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalised it into a set of sceptical claims about reality itself. This has had pernicious effects upon the formulation of policy, the practice of education and the conduct of government. | |
| 520 | |a "Divided into three sections, the first section provides a general introduction to the notion of knowledge as a dynamic set of social interpretations which converge or diverge under certain conditions. The second section considers the issue of economic globalisation, and asks whether there are special requirements for thought and knowledge in such a world. Section three considers the emergence of new forms of thinking about curriculum and pedagogy, and the possibilities and limits of these forms of thinking. Section four does the same for policy formulation and analysis. The central question underlying each investigation is: how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?"--BOOK JACKET | ||
| 650 | 4 | |a Curriculum planning |z South Africa | |
| 650 | 4 | |a Education and state |z South Africa | |
| 650 | 4 | |a Educational sociology |z South Africa | |
| 650 | 4 | |a Knowledge, Sociology of | |
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Datensatz im Suchindex
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| any_adam_object | |
| author | Muller, Johan |
| author_facet | Muller, Johan |
| author_role | aut |
| author_sort | Muller, Johan |
| author_variant | j m jm |
| building | Verbundindex |
| bvnumber | BV013627692 |
| callnumber-first | L - Education |
| callnumber-label | LC191 |
| callnumber-raw | LC191.8.S6 |
| callnumber-search | LC191.8.S6 |
| callnumber-sort | LC 3191.8 S6 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DI 1009 |
| ctrlnum | (OCoLC)222684500 (DE-599)BVBBV013627692 |
| dewey-full | 379.68 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.68 |
| dewey-search | 379.68 |
| dewey-sort | 3379.68 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1. publ. |
| format | Book |
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| id | DE-604.BV013627692 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T18:49:12Z |
| institution | BVB |
| isbn | 0750709588 |
| language | English |
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| physical | X, 173 S. |
| publishDate | 2000 |
| publishDateSearch | 2000 |
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| publisher | Routledge, Falmer |
| record_format | marc |
| series | Knowledge, identity and school life series |
| series2 | Knowledge, identity and school life series |
| spelling | Muller, Johan Verfasser aut Reclaiming knowledge social theory, curriculum and education policy Johan Muller 1. publ. London [u.a.] Routledge, Falmer 2000 X, 173 S. txt rdacontent n rdamedia nc rdacarrier Knowledge, identity and school life series 8 "Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy." "A recurring theme of the book is that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalised it into a set of sceptical claims about reality itself. This has had pernicious effects upon the formulation of policy, the practice of education and the conduct of government. "Divided into three sections, the first section provides a general introduction to the notion of knowledge as a dynamic set of social interpretations which converge or diverge under certain conditions. The second section considers the issue of economic globalisation, and asks whether there are special requirements for thought and knowledge in such a world. Section three considers the emergence of new forms of thinking about curriculum and pedagogy, and the possibilities and limits of these forms of thinking. Section four does the same for policy formulation and analysis. The central question underlying each investigation is: how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?"--BOOK JACKET Curriculum planning South Africa Education and state South Africa Educational sociology South Africa Knowledge, Sociology of Curriculumplanung (DE-588)4148410-1 gnd rswk-swf Wissenssoziologie (DE-588)4066615-3 gnd rswk-swf Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Südafrika (Staat) Südafrika Kontinent (DE-588)4058393-4 gnd rswk-swf Südafrika Kontinent (DE-588)4058393-4 g Wissenssoziologie (DE-588)4066615-3 s Curriculumplanung (DE-588)4148410-1 s Bildungspolitik (DE-588)4006667-8 s DE-604 Knowledge, identity and school life series 8 (DE-604)BV010427241 8 |
| spellingShingle | Muller, Johan Reclaiming knowledge social theory, curriculum and education policy Knowledge, identity and school life series Curriculum planning South Africa Education and state South Africa Educational sociology South Africa Knowledge, Sociology of Curriculumplanung (DE-588)4148410-1 gnd Wissenssoziologie (DE-588)4066615-3 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| subject_GND | (DE-588)4148410-1 (DE-588)4066615-3 (DE-588)4006667-8 (DE-588)4058393-4 |
| title | Reclaiming knowledge social theory, curriculum and education policy |
| title_auth | Reclaiming knowledge social theory, curriculum and education policy |
| title_exact_search | Reclaiming knowledge social theory, curriculum and education policy |
| title_full | Reclaiming knowledge social theory, curriculum and education policy Johan Muller |
| title_fullStr | Reclaiming knowledge social theory, curriculum and education policy Johan Muller |
| title_full_unstemmed | Reclaiming knowledge social theory, curriculum and education policy Johan Muller |
| title_short | Reclaiming knowledge |
| title_sort | reclaiming knowledge social theory curriculum and education policy |
| title_sub | social theory, curriculum and education policy |
| topic | Curriculum planning South Africa Education and state South Africa Educational sociology South Africa Knowledge, Sociology of Curriculumplanung (DE-588)4148410-1 gnd Wissenssoziologie (DE-588)4066615-3 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Curriculum planning South Africa Education and state South Africa Educational sociology South Africa Knowledge, Sociology of Curriculumplanung Wissenssoziologie Bildungspolitik Südafrika (Staat) Südafrika Kontinent |
| volume_link | (DE-604)BV010427241 |
| work_keys_str_mv | AT mullerjohan reclaimingknowledgesocialtheorycurriculumandeducationpolicy |