Truth And Knowledge In Curriculum Making

Author : Lobat Asadi,Cheryl J. Craig
Publisher : IAP
Page : 247 pages
File Size : 48,9 Mb
Release : 2021-01-01
Category : Education
ISBN : 9781648023286

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Truth and Knowledge in Curriculum Making by Lobat Asadi,Cheryl J. Craig Pdf

Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.

Author : E. P. Brandon
Publisher : Routledge
Page : 118 pages
File Size : 44,9 Mb
Release : 2016-09-19
Category : Education
ISBN : 9781315532639

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Do Teachers Care About Truth? by E. P. Brandon Pdf

This book, first published in 1987, examines the notion of truth and then discusses knowledge and the way in which much of our knowledge revises or rejects the common-sense we start from. The author argues that our knowledge is not as secure as some would like to think and that there are important limits to the possibility for explanation. He shows how values permeate our ordinary thinking and argues against the objectivity of these values, showing the practical consequences of this argument for teaching in schools. This stimulating approach to a fundamental educational issue does not require previous experience of formal philosophy and will be useful to both education students and teachers in schools.

Author : Cheryl J. Craig
Publisher : Springer Nature
Page : 171 pages
File Size : 47,5 Mb
Release : 2020-11-12
Category : Education
ISBN : 9783030601010

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Curriculum Making, Reciprocal Learning, and the Best-Loved Self by Cheryl J. Craig Pdf

This book revolves around curriculum making, reciprocal learning, and the best-loved self. It draws on extensive school-based studies conducted with teachers in the United States, China, and Canada, and weaves in experiences from other cross-national projects, keynote addresses, archival research, and editorial work. The elucidation of the ‘best-loved self’ drives home the point that teachers are more than the subject matter they teach: they are students’ role models and allies. Curriculum making and reciprocal learning relationships enrich teachers’ and students’ being and becoming as they live curriculum alongside one another—with the goal of more satisfying lives held firmly in view.

Author : David Carr
Publisher : Routledge
Page : 264 pages
File Size : 50,5 Mb
Release : 2004-01-14
Category : Education
ISBN : 0203299124

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Education, Knowledge and Truth by David Carr Pdf

In the 1960s educational philosophers showed enormous interest in the nature of knowledge and the curriculum. This work responds to the need to reinstate conceptual problems of truth, knowledge and the curriculum on the agenda for debate.

Author : Loveless, Douglas J.
Publisher : IGI Global
Page : 487 pages
File Size : 49,9 Mb
Release : 2013-11-30
Category : Education
ISBN : 9781466647985

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Academic Knowledge Construction and Multimodal Curriculum Development by Loveless, Douglas J. Pdf

"This book presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process, challenging the assumption that information accessibility is synonymous with learning"--

Author : David Carr
Publisher : Routledge
Page : 266 pages
File Size : 53,8 Mb
Release : 2003-09-02
Category : Education
ISBN : 9781134714315

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Education, Knowledge and Truth by David Carr Pdf

This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

Author : Halvor Hoveid,Marit Honerød Hoveid
Publisher : Springer Nature
Page : 197 pages
File Size : 47,9 Mb
Release : 2019-09-26
Category : Education
ISBN : 9783030270766

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Making Education Educational by Halvor Hoveid,Marit Honerød Hoveid Pdf

This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.

Author : Archie Moss
Publisher : Scientific e-Resources
Page : 360 pages
File Size : 52,7 Mb
Release : 2019-03-21
Category : Electronic
ISBN : 9781839472183

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Curriculum Development in Elementary Education by Archie Moss Pdf

The curriculum of elementary schools is a very important factor in the education of children. Students need to understand and express themselves in a language which can be the Mother Tongue only at the elementary level. Curriculum development is an important part of the education process, ensuring that classes at all levels, from early childhood to post-secondary, are best designed to help students be successful in learning the material and gaining the skills needed to continue to advance. Evaluation essentially is the provision of information for the sake of facilitating decision making at various stages of curriculum development. This information may pertain to the program as a complete entity or only to some of its components. Evaluation also implies the selection of criteria, collection and analysis of data. It includes obtaining information for use in judging the worth of a programme and procedure. It is a comprehensive term and transcends standardized tests covering all means of ascertaining the results of construction. A curriculum framework is an organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. The supporters of learner-centered Curriculum give importance to individual development and they wants to organize the curriculum according to the needs and interest of learners, there are fundamental differences in this approach and the subject-centered design. The curriculum framers for elementary schools should also associate the parents and specialists while developing the curriculum for elementary education.

Author : Alka Sehgal Cuthbert ,Alex Standis
Publisher : UCL Press
Page : 284 pages
File Size : 41,9 Mb
Release : 2021-01-07
Category : Education
ISBN : 9781787358744

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What Should Schools Teach? by Alka Sehgal Cuthbert ,Alex Standis Pdf

The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.

Author : Albert Victor Kelly
Publisher : Paul Chapman Publishing
Page : 290 pages
File Size : 44,9 Mb
Release : 1986
Category : Education
ISBN : UOM:39015011238626

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Knowledge and Curriculum Planning by Albert Victor Kelly Pdf

This book gives a critical evaluation of theories of knowledge and their impact on curriculum planning. It shows that much curriculum planning has been, and is, misdirected, through unwarranted assumptions about the status of knowledge. Criticism is directed especially towards work within 'philosophy of education' which has tried to reassert traditional views of knowledge. The book prescribes a content-based approach to curriculum planning and towards recent political initiatives, which have adopted similar assumptions and attempted to impose this same approach on schools and teachers. The author claims that in several important areas, this restricts rather than supports curriculum development.

Author : Paul H. Hirst
Publisher : Routledge
Page : 159 pages
File Size : 55,5 Mb
Release : 2010-02-25
Category : Education
ISBN : 9781135170820

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Knowledge and the Curriculum (International Library of the Philosophy of Education Volume 12) by Paul H. Hirst Pdf

The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.

Author : Carroll L. Iwasiw,Dolly Goldenberg,Mary-Anne Andrusyszyn
Publisher : Jones & Bartlett Learning
Page : 370 pages
File Size : 41,7 Mb
Release : 2009-10-07
Category : Education
ISBN : 9780763755959

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Curriculum Development in Nursing Education by Carroll L. Iwasiw,Dolly Goldenberg,Mary-Anne Andrusyszyn Pdf

Curriculum Development in Nursing Education, Second Edition continues its dedication to the advancement of nursing education, and in particular, to the ongoing development of relevant yet dynamic nursing education curricula. This Second Edition offers current, accessible, and comprehensive tips and tools and incorporates a balance of theoretical perspectives and practical applications. The Second Edition has been completely revised and updated and includes an expanded focus on developing a context-relevant curriculum. A major determinant in any nursing education curriculum is the context in which the curriculum is developed and offered. This context is the professional, societal, health care, and educational situations to which the curriculum must respond, and is what makes each school’s curriculum unique. Curriculum Development in Nursing Education helps nurse educators create a program of study that will meet the contextual needs of their individual setting. What’s New: Expanded focus on developing a context-relevant curriculum New sections on educational technologies, distributed learning, and curriculum evaluation. New chapters on preparing for external program review, building a curriculum, and evaluation of a curriculum.

Author : Kevin S. Krahenbuhl
Publisher : IAP
Page : 116 pages
File Size : 40,8 Mb
Release : 2022-08-01
Category : Education
ISBN : 9798887300177

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Conceptualizing Truth by Kevin S. Krahenbuhl Pdf

It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared “post-truth” as its international word of the year, defined as: ‘relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief’. Living in a world that is post-truth has direct implications on the education of a society’s youth. This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one’s conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.

Author : David Scott
Publisher : Taylor & Francis
Page : 584 pages
File Size : 45,8 Mb
Release : 2003
Category : Education
ISBN : 0415291666

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Curriculum Studies: Curriculum knowledge by David Scott Pdf

Author : Brenda L. Spencer,Kenneth D. Gariepy,Kari Dehli,James Ryan
Publisher : Springer Science & Business Media
Page : 154 pages
File Size : 47,6 Mb
Release : 2012-10-17
Category : Education
ISBN : 9789460918612

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Canadian Education by Brenda L. Spencer,Kenneth D. Gariepy,Kari Dehli,James Ryan Pdf

Canadian Education: Governing Practices and Producing Subjects is an absolutely critical volume bridging a number of key areas in Canadian education – classroom politics, schools, teachers’ work, higher education, and much more – with the theoretical contributions of Michel Foucault. The result is illuminating, engaging, and critically provocative. The essays are carefully chosen and utilize Foucauldian concepts such as governmentality, discipline, subjectivity, and genealogy to excellent critical effect. With a skillfully crafted introduction that nicely brings the entire collection into sharp focus, the editors have provided a text that is a must read for critical scholars and students alike. Mona Gleason, Department of Educational Studies, University of British Columbia This excellent text presents a Foucauldian analysis of selected educational practices, contemporary reform initiatives, and current educational policy, in the Canadian context. The authors demonstrate how rich theoretical constructs such as bio-power, governmentality and disciplinary power can illuminate everyday practices and policies, making “the cultural unconscious apparent” (Fouacult, 1989, p. 71). Canadian Education: Governing Practices and Producing Subjects is essentially a hopeful book: it demonstrates the radicalizing role of theory as we try to understand and complicate educational structures and processes. This is an essential text for all those interested in Foucauldian analyses of education and a must read for undergraduate and graduate students in Canadian faculties of education. Anne M. Phelan, University of British Columbia This volume is most useful in the ways in which it achieves a close look and a wide sweep of education policy, its deployment and its effects, as these are embedded in schooling practices, educational strategies, and pedagogy. It offers the ground from which to consider the potential for education to be aimed at the development of a socially just citizenry while also helping to reveal the structures of power and processes of social control that operate within current neoliberal technologies of governmentality. It is against these that reform-minded educators and curriculum and policy developers can set themselves. While theoretically complex and original in its conceptual approach, this book is also practically informative and eminently readable, making it useful to teachers, school administrators, education policy developers, parents, students, and communities at all levels of the schooling spectrum.” Magda Lewis, PhD. Professor and Queen’s National Scholar, Queen’s University, Kingston. Magda Lewis, Ph.D. Professor and Queen’s National Scholar, Queen’s University, Kingston