Deng, Z;
(2016)
Bringing curriculum theory and didactics together: a Deweyan perspective.
Pedagogy, Culture & Society
, 24
(1)
pp. 75-99.
10.1080/14681366.2015.1083465.
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Abstract
Using Dewey’s method of resolution for resolving a dualism exemplified in The Child and the Curriculum, this article reconciles and brings together two rival schools of thought – curriculum theory and didactics – in China. The central thesis is that the rapprochement requires a reconceptualisation of curriculum theory and didactics in light of the Practical and the German Didaktik tradition, respectively, together with an understanding of their complementary relationship within the societal, institutional and instructional contexts of schooling. The article concludes by drawing implications for reconstructing curriculum theory and didactics within the context of China’s recent curriculum reform and for the international dialogue of curriculum vs. Didaktik.
| Type: | Article |
|---|---|
| Title: | Bringing curriculum theory and didactics together: a Deweyan perspective |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/14681366.2015.1083465 |
| Publisher version: | https://doi.org/10.1080/14681366.2015.1083465 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | curriculum theory, didactics, Didaktik, curriculum, teaching, John Dewey, the Practical |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10089825 |
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