Standing in Need of Justification: Michael Apple, R. S. Peters and Jürgen Habermas

Autor/in	Wheeler-Bell, Quentin
Titel	Standing in Need of Justification: Michael Apple, R. S. Peters and Jürgen Habermas
Quelle	In: Journal of Curriculum Studies, 49 (2017) 4, S.561-578 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2017.1279219
Schlagwörter	Educational Philosophy; Critical Theory; Curriculum Development; Criticism; Standards; Democratic Values; Decision Making; Ethics; Educational Theories + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Kritische Theorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritik; Standard; Decision-making; Entscheidungsfindung; Ethik; Educational theory; Theory of education; Bildungstheorie
Abstract	Curriculum decisions are increasingly seen as technocratic or bureaucratic problems, rather than democratic issues that must be deliberated over. As such, curriculum decisions are placed in the hands of a small minority of bureaucrats and business elites who assume the only purpose of education is to prepare children for college and/or the labour market. Within these times, it is essential to revisit classics works in order to move forward a critical theory of the curriculum. To develop a critical theory of the curriculum, I shall revisit two classic books in curriculum studies--R.S. Peters's "Ethics & Education" and Michael Apple's "Ideology and Curriculum". I place Michael Apple and R.S. Peters in conversation with each other because both believe, albeit differently, that the curriculum "stands in need of justification": both agree the curriculum must be publically justified through democratic deliberation. Furthermore, Apple and Peters develop different sets of tools for a critical theory of the curriculum--Apple provides tools for critique and Peters tools for the normative standards. However, both inadequately develop the normative standards for determining when the curriculum is democratically justified. These normative standards, I argue, are developed by Habermas's critical theory of discourse ethics which is capable of building upon and expanding the insights of Apple and Peters. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01