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Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education

Deng, Z; (2021) Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education. In: Green, B and Roberts, P and Brennan, M, (eds.) Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry. (pp. 105-122). Palgrave Macmillan Green open access

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Abstract

Informed by, but going beyond, Michael Young and his colleagues’ project of ‘bringing knowledge back in’, this chapter (re)introduces content—knowledge selected into the curriculum—into the conversation on curriculum policy and practice from the perspectives of American curriculum theory, German Didaktik, and Chinese education. Three propositions will be made by invoking Bildung-centred Didaktik and Schwab’s curriculum thinking. First, the central purpose of schooling involves self-formation and the cultivation of human powers (understanding, ways of thinking, dispositions, capacities)—in addition to the acquisition of disciplinary knowledge. Second, a theory of content is needed that addresses how knowledge is selected and organized into curriculum content and how content can be analyzed and unpacked for educational potential. Third, teaching entails an encounter of students with the essence of content that gives rise to opportunities for self-formation and cultivating human powers. The chapter concludes by showing that these three propositions find resonance in the Confucian tradition of educational thinking and in Ye Lan’s ‘New Basic Education’ reform in China.

Type: Book chapter
Title: Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education
ISBN-13: 978-3-030-61666-3
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-3-030-61667-0
Publisher version: https://link.springer.com/chapter/10.1007/978-3-03...
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: Didaktik, Joseph Schwab, Curriculum theory, Knowledge, Content
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/10111726
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