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Autor/inAlexander, Hanan A.
TitelHuman Agency and the Curriculum
QuelleIn: Theory and Research in Education, 3 (2005) 3, S.343-369 (27 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1477-8785
DOI10.1177/1477878505057436
SchlagwörterEthics; Curriculum Development; Value Judgment; Educational Theories; Personal Autonomy; Self Determination; Educational Philosophy; Humanism; Aesthetics; Intellectual Disciplines; Critical Theory; Hidden Curriculum; Politics of Education; Self Expression; Self Evaluation (Individuals); Educational Objectives; Role of Education; Moral Development
AbstractIt is generally supposed that a curriculum should engage students with worthwhile knowledge, which requires an understanding of what it means for something to be worthwhile: a substantive conception of the good. Yet a number of influential curriculum theories deny or undermine one or another aspect of the key assumption upon which a meaningful account of the good depends--that people are the agents of their own beliefs, desires and actions. This renders a significant encounter between the curriculum and substantive ethics highly problematic. In this article I explore the meeting between curriculum and human agency in four seminal curriculum theories, and offer a framework to engage the curriculum with this key concept of substantive ethics. (Contains 18 notes.) (Author).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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