Deng, Z;
(2018)
Bringing knowledge back in: perspectives from liberal education.
Cambridge Journal of Education
, 48
(3)
pp. 335-351.
10.1080/0305764X.2017.1330874.
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Abstract
From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on ‘bringing knowledge back’ into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and Hirst, Bildung-centred Didaktik and the Schwabian model of a liberal education. The central thesis is that if education is centrally concerned with the cultivation of human powers (capacities, ways of thinking, dispositions), then knowledge needs to be seen as an important resource for that cultivation. A theory of knowledge is needed that conceives the significance of knowledge in ways productive of this cultivation. Furthermore, a theory of content is needed that concerns how knowledge is selected and translated into curriculum content and how content can be analysed and unpacked in ways that open up manifold opportunities for cultivating human powers.
| Type: | Article |
|---|---|
| Title: | Bringing knowledge back in: perspectives from liberal education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0305764X.2017.1330874 |
| Publisher version: | https://doi.org/10.1080/0305764X.2017.1330874 |
| 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: | Liberal education, knowledge, content, curriculum, Didaktik, Schwab |
| 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/10090784 |
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