Reclaiming knowledge : social theory, curriculum, and education policy / Johan Muller.

By:

Muller, Johan

Material type: Text

TextSeries: Knowledge, identity, and school life series ; 8.Publication details: London ; New York : Routledge, 2000.Description: 1 online resource (x, 173 pages)Content type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

0203183401
9780203183403
0750709588
9780750709583
9786610401987
6610401985
1280401982
9781280401985
1283584905
9781283584906
9786613897350
6613897353
1135700443
9781135700447

Subject(s): Additional physical formats: Print version:: Reclaiming knowledge.DDC classification:

379.68 21

LOC classification:

LC191.8.S6 M84 2000eb

Online resources:

EBSCOhost

Contents:

First and Last Interpreters -- Globalization, Innovation and Knowledge -- What Knowledge is of Most Worth for the Millennial Citizen? -- Schooling and Everyday Life -- Intimations of Boundlessness -- Well-tempered Learner -- Critics and Reconstructors -- Beyond Unkept Promises -- Reason, Reality and Public Trust.

Review: "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."Summary: "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?"--Jacket

Holdings ( 1 )
Title notes ( 7 )

Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode	Item holds
eBook	e-Library	EBSCO Education		Available

Total holds: 0

"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?"--Jacket

Includes bibliographical references.

Print version record.

English.

Added to collection customer.56279.3