eprintid: 10006708
rev_number: 11
eprint_status: archive
userid: 587
dir: disk0/00/00/67/08
datestamp: 2011-03-22 10:27:33
lastmod: 2017-12-07 21:16:40
status_changed: 2015-09-03 12:50:51
type: thesis
metadata_visibility: show
item_issues_count: 0
creators_name: Carson, A S
title: Control of the curriculum and the competence of teachers
ispublished: unpub
divisions: B14
note: Thesis: PhD  PHIL University of London Institute of Education, 1980.
abstract: The question of who ought to have control of the curriculum was
a dormant issue poked alive by a succession educational ideologues,
government commissions and concerned segments of the public, since the
1960s. For the free school movement, community education movement,
Plowden Report, Great Debate and Taylor Report each had recommendations
for who ought to determine the aims, content and methods of curriculum
- an issue that in earlier days had been of rather less concern than
the matter of what ought to be on the curriculum.
The most frequently supported contenders for control of the
curriculum are students, parents, the teaching profession, educational
experts, the state or some form of participatory arrangement that
would include some or all of these. What is of particular interest
to the philosopher in this are the lines of justification that can
be offered for these potential decision-makers. There are, of course,
different sorts of argument, for example moral and political
justifications. But fundamental is the issue of competence. If we
are concerned about the quality of education we provide children, we
must know who is the most competent to determine curriculum.
This thesis considers the question 'Who is most competent to
control the curriculum? ', and in doing so takes, one by one, the
various potential decision-makers and considers from the point of view
of competence the case that can be made in their favour. This is
facilitated by an analysis of the concept of competence and the nature
of knowledge required by a curriculum decision-maker. The position
taken in the thesis is that, all things considered, the teaching
profession is more likely to be competent than the other alternatives.
Consequently, curriculum, for most part, ought to be left in the hands
of the teaching profession.
date: 1980
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253115
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 213
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Carson, A S;      (1980)    Control of the curriculum and the competence of teachers.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10006708/1/CARSON%2C%20A.S.pdf