Continuing the dialogue. Curriculum, Didaktik and theories of knowledge.

Autor/in	Friesen, Norm
Titel	Continuing the dialogue. Curriculum, Didaktik and theories of knowledge.
Quelle	In: Journal of curriculum studies, 50 (2018) 6, S. 724-732Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1537377
Schlagwörter	Hermeneutik; Wissenssoziologie; Didaktik; Curriculum; Curriculumtheorie; Lehrplantheorie
Abstract	Joseph Schwab's famous remark, that the field of curriculum is 'moribund'-no longer able 'to...contribute significantly to the advancement of education'-has long echoed in curriculum studies. Although its specific meaning has changed, it still rings in our ears today. It now applies as much to discussions in the United States and United Kingdom as it does to those in Northern Europe-where the cognate field of General Didaktik has been described as 'quiet', or more recently, by Zierer and Seel (2012), as 'dead'. This 'virtual issue' of the Journal of Curriculum Studies brings together five articles of direct relevance to the contemporary 'crisis' in transatlantic studies of curriculum and instruction that also share a common focus on the question of curricular content. 'None of the many traditional American educational approaches have paid serious attention to the "school subject" or "instructional content,"' as Westbury and Doyle have pointed out (1992, p. 137); and others in curriculum studies see this as the underlying reason for its ongoing crisis. This introduction provides an overview of each article included and concludes by outlining a few of the possibilities and challenges presented by questions of 'content' and 'knowledge' in curriculum studies.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/2