Disciplinarity and Normative Education

Autor/in	Strandbrink, Peter
Titel	Disciplinarity and Normative Education
Quelle	In: Educational Philosophy and Theory, 50 (2018) 3, S.254-269 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2017.1343113
Schlagwörter	Educational Research; Foreign Countries; Religion; Religious Education; Civics; Citizenship Education; Interdisciplinary Approach; Scholarship; Values; Norms; Epistemology; Difficulty Level; Europe + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Scholarships; Stipendium; Wertbegriff; Normwert; Erkenntnistheorie; Schwierigkeitsgrad; Europa
Abstract	Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity--the main extant alternatives. It is shown in both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01