Home » Philosophical Foundations for the Curriculum
Product Image

Philosophical Foundations for the Curriculum

Allen Brent
€47.99
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
A01=Allen Brent
Aesthetic Descriptions
Author_Allen Brent
Categorial Concepts
Category=JN
Category=JNA
Category=JNF
Category=JNU
Child Centrist Approach
Curricular Selection
Curriculum
curriculum theory
Descriptivist Fallacy
Education
educational theorists
epistemology in teaching
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Evaluation
Form Categorial Concepts
Hirst's Theory
Huddersfield Polytechnic
Innate Mental Structures
Irreducibility Criterion
Language Game
Linguistic Intersubjectivity
Metaphysical Exposition
objective curriculum judgement frameworks
Philosophy
philosophy of education
Plato
Plato's Argument
Plato's Theory
Platonic Cast
Primitive Organisation
sociological knowledge
Spare Part Surgery
Substantive Concepts
Substantive Moral Concepts
Supersensible World
Transcendental Argument
transcendental arguments
Transcendental Basis
Transcendental Deductions
Utilitarian Criterion

Product details

  • ISBN 9781138692466
  • Weight: 272g
  • Dimensions: 138 x 216mm
  • Publication Date: 27 Feb 2018
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
Secure checkout Fast Shipping Easy returns
Description

In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.

More from this author