Content, Joseph Schwab and German "Didaktik"

Autor/in	Deng, Zongyi
Titel	Content, Joseph Schwab and German "Didaktik"
Quelle	In: Journal of Curriculum Studies, 47 (2015) 6, S.773-786 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1090628
Schlagwörter	Knowledge Level; Curriculum; Curriculum Development; Course Content; Cognitive Development; Moral Values; Intellectual Disciplines; Values Education + Suchen Sie Ihr Suchwort? Wissensbasis; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Kursprogramm; Kognitive Entwicklung; Moral value; Ethischer Wert; Geisteswissenschaften; Werterziehung
Abstract	This article attempts to extend and deepen the conversation concerning the knowledge-based approach to curriculum espoused by Michael Young in his 2013 "JCS" paper through revisiting the structure of the disciplines thinking of Joseph Schwab and German "Didaktik." It argues that curriculum making requires a theory of knowledge that not only differentiates different types of knowledge but also elucidates the concepts, theories, methods and habits of mind within a particular knowledge type that contribute to the cultivation of students' intellectual and moral powers or capacities. Furthermore, it needs a theory of content that addresses how knowledge is selected and transformed into curriculum content, what educational potential content has, and how such potential can be disclosed or unlocked for the cultivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01