Teaching Controversial Issues: A Pragmatic View of the Criterion Debate

Autor/in	Saetra, Emil
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 Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12361
Schlagwörter	Stellungnahme; Controversial Issues (Course Content); Criteria; Theories + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Theory; Theorie
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