Towards a shared reality for liberal democracy.

Autor/in	Parker, Walter C.
Titel	Towards a shared reality for liberal democracy.
Quelle	In: Journal of curriculum studies, 57 (2025) 1, S. 38-45Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2024.2425634
Schlagwörter	Demokratische Bildung; Curriculum; Realismus; Wahrheit; Demokratie; Liberalismus; Politische Bildung
Abstract	American citizens face an epistemic crisis that threatens their liberal-democratic political order: They lack a shared standard of truth for distinguishing facts from falsehoods. Schools have an obvious role to play in solving the problem, for teaching the truth about the world and how to find it are at the heart of their mission. Careful curriculum decision-making is needed to accomplish this aim, and my contribution to this symposium is to suggest that Durkheim and Bernstein's sociology of education, as articulated by Young and Muller in the two keynote articles and across the past twenty-five years, takes us in a useful direction. I briefly sketch two curricula that are responsive to the crisis and will serve, in substance and method, as specimens of that direction. I then reflect on them and make a civic argument for centring disciplinary content and skills in the curriculum. Next, I join Young, Muller, and their colleagues in suggesting that a popular 'critical' discourse limits educators' ability to accomplish the aim of teaching truth and truth-finding because it turns their attention away from knowledge and curriculum. I conclude with an Arendtian warning of what is at stake in this crisis.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2025/3