A Polanyian Rationale for a Liberal Arts Core Curriculum

Autor/inn/en	Fennell, Jon; Simpson, Timothy L.
Titel	A Polanyian Rationale for a Liberal Arts Core Curriculum
Quelle	In: Theory and Research in Education, 19 (2021) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fennell, Jon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878521996237
Schlagwörter	Educational Philosophy; Role of Education; Liberal Arts; Core Curriculum; Democracy; Epistemology; Moral Values; Imagination; Expertise; Criticism; Foundations of Education + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Kerncurriculum; Demokratie; Erkenntnistheorie; Moral value; Ethischer Wert; Expert appraisal; Kritik; Grundlagenausbildung
Abstract	What would we have the school teach? To what end? In the name of democracy, and building on the pioneering epistemology of Michael Polanyi, Harry S. Broudy, a leading voice in philosophy of education during the twentieth century, calls for a liberal arts core curriculum for all. The envisioned product of such schooling is a certain sort of person. Anticipating the predictable relativistic challenge so much on display in our own time, Broudy justifies the selection of subject matter (and thus the envisioned character formation and cultivation of moral imagination) by reference to the authority of experts in the disciplines. This response fails to fully repel the assault, thereby revealing the need for a dimension of Polanyi's thought whose significance exceeds even that of the epistemology that Broudy so effectively invokes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01