New Perspectives on Curriculum, Learning and Assessment
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Beschreibung
This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.
This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.
Offers a new perspective on curriculum, learning and assessment matters Proposes an alternative curriculum framework that acts as a corrective to the flawed models of curriculum currently in use in the world Develops a model of curriculum that has the potential to improve the life-chances of children within our systems of education
Autor*in
David Scott
Themen in »New Perspectives on Curriculum, Learning and Assessment«
Critical pedagogy Foundationalism Globalization Mechanisms Innovative pedagogical experimentation Post-modern curriculum Scientific curriculum development Socio-cultural learning autonomous instrumentalism critical instrumentalism epistemic foundationalism international education comparisons learning transitions productive learning environments learning and instruction