Disciplinary Knowledge for What Ends? The Values Dimension of Curriculum Research in the Anthropocene

Autor/inn/en	Mitchell, David; Stones, Alexis
Titel	Disciplinary Knowledge for What Ends? The Values Dimension of Curriculum Research in the Anthropocene
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 23 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, David) ORCID (Stones, Alexis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Climate; Curriculum Development; Ethics; Interdisciplinary Approach; Educational History; Geography Instruction; Religious Education; Social Values; Teaching Methods; Sustainability; Hidden Curriculum; Foreign Countries; Moral Values; Political Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; History of education; Bildungsgeschichte; Geography education; Geography lessons; Geografieunterricht; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Sozialer Wert; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Heimlicher Lehrplan; Ausland; Moral value; Ethischer Wert; Political attitude; Politische Einstellung
Abstract	This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01