Literaturnachweis - Detailanzeige
Autor/in | Saetra, Emil |
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Titel | Teaching Controversial Issues: A Pragmatic View of the Criterion Debate |
Quelle | In: Journal of Philosophy of Education, 53 (2019) 2, S.323-339 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0309-8249 |
DOI | 10.1111/1467-9752.12361 |
Schlagwörter | Stellungnahme; Controversial Issues (Course Content); Criteria; Theories |
Abstract | This article addresses the ongoing debate over which criteria should determine what teachers ought to teach as controversial. I argue that this debate rests on false assumptions. It is a mistake to assume that (1) there should be a context-transcending criterion, (2) such a criterion can be prescribed "a priori" and "universally", and (3) this criterion can be utilised by teachers by means of "deductivism". Instead, I argue in favor of a situationist stance in which the means and ends are both worked out from within the situation. This implies that a theory must begin from a practical starting point. In practice, the situation should be the foremost guide rather than a definite criterion. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |