arts
carr
Category=JNA
Category=JNAM
Category=JNU
communities
Conferring
constructivist learning
curriculum theory
david
educational philosophy
epistemic
Epistemic Communities
Epistemological Construal
epistemology
epistemology in school curriculum
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
feminist pedagogy
Flourishing Life
Follow
foundationalism critique
Good Lives
Held
Hirst's Thesis
Hirst’s Thesis
Inclined
Informed Desire Theory
Knowledge Acquisition
liberal
mainstream
Mainstream Epistemology
Moral Impartiality
moral values education
Non-moral Desires
Objective List Theory
pedagogy
performative
Performative Pedagogy
SED
SLAC
Stanford Linear Accelerator Center
Teleological Justification
USA
Vice Versa
Violating
Wo
Worthwhile
Product details
- ISBN 9780415163170
- Weight: 521g
- Dimensions: 156 x 234mm
- Publication Date: 15 Oct 1998
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
Secure
checkout
Fast Shipping
Easy returns
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.
