Rethinking the Modernist Curriculum with Habermas's Concept of Self-Critical Appropriation

Autor/in	Sarid, Ariel
Titel	Rethinking the Modernist Curriculum with Habermas's Concept of Self-Critical Appropriation
Quelle	In: Journal of Curriculum Studies, 49 (2017) 4, S.456-475 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2017.1307457
Schlagwörter	Curriculum Development; Educational Philosophy; Sciences; Moral Values; Art; Role of Education; National Curriculum; Cross Cultural Studies; Elementary Secondary Education; Postmodernism; Foreign Countries; Comparative Education; Core Curriculum; United Kingdom (England); France; Finland + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Science; Wissenschaft; Moral value; Ethischer Wert; Arts; Kunst; Bildungsauftrag; Cultural comparison; Kulturvergleich; Postmoderne; Ausland; Vergleichende Erziehungswissenschaft; Kerncurriculum; Frankreich; Finnland
Abstract	The primary objective of this paper is to discuss the implications of applying Habermas's concept of self-critical appropriation for rethinking the structure of the modernist curriculum, specifically the organization of school subjects and instruction time devoted to each of them. To this end, the paper examines Habermas's differentiation between the three expert cultures of science, morality and art in modernity as well as the role that Habermas envisions for education in modern societies. On the basis of the above differentiation, this paper briefly reviews three national curriculums (England, France, Finland) in order to substantiate the dominant scientific-objectivating orientation underlying the structure of current national curriculums. The review provides the contextual-factual background for rethinking the curriculum. Responding to the challenges facing curriculums in the postmodern era (both theoretical and practical), this paper presents two principles stemming from the application of the concept of self-critical appropriation: balancing the curriculum and the introduction of an integrator-subject for the development and exercise of communicative competences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01