Powerful knowns and powerful knowings.

Autor/in	Carlgren, Ingrid
Titel	Powerful knowns and powerful knowings.
Quelle	In: Journal of curriculum studies, 52 (2020) 3, S. 323-336Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1717634
Schlagwörter	Wissen; Fähigkeit; Subjekt (Phil)
Abstract	The idea of powerful knowledge as a curriculum principle has led to extensive discussion. It has been framed as a way of bringing knowledge back into curriculum thinking in the light if its absence in curriculum theory. However, questions have been raised regarding powerful knowledge as a knowledge-based curriculum principle; questions about difficulties in converting it into curriculum content, as well as putting knowledge-as-an-end-in-itself above educational aims. The focus of this article is on how powerful knowledge can be conceived of as capacity-building curriculum content, as well as how this is related to the epistemological underpinning of the idea of powerful knowledge. Knowing as the capacity-building aspect of powerful knowledge is highlighted as is a widening of the concept of knowledge to also include tacit aspects in what counts as knowledge. Through revisiting Paul Hirst's forms of knowledge as well as his practice turn, I argue that Hirst became stuck in a tension similar to Michael Young and Johan Muller. By a shift of focus from powerful knowns to powerful knowings the tension between a knowledge and practice-based view of the curriculum can be dissolved.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/4