A Touchstone of Finnish Curriculum Thought and Core Curriculum for Basic Education: Reviewing the Current Situation and Imagining the Future

Autor/inn/en	Hakala, Liisa; Kujala, Tiina
Titel	A Touchstone of Finnish Curriculum Thought and Core Curriculum for Basic Education: Reviewing the Current Situation and Imagining the Future
Quelle	In: Prospects, 51 (2021) 1-3, S.473-487 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hakala, Liisa) ORCID (Kujala, Tiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-020-09533-7
Schlagwörter	Foreign Countries; National Curriculum; Core Curriculum; COVID-19; Pandemics; Teacher Role; Ethics; Curriculum Design; Finland + Suchen Sie Ihr Suchwort? Ausland; Kerncurriculum; Lehrerrolle; Ethik; Lehrplangestaltung; Finnland
Abstract	Pandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting consequences of COVID-19 and the economic and social crisis alike but also because people have, through their own activities, contributed to global catastrophes and perpetuated injustices. This article attempts to answer the question: How does Finnish curricular thought, including the role of the teacher and the core curriculum for basic education, respond to the various global crises? While reviewing the current situation, the article also imagines a post-COVID-19 curriculum. Reactivating what is still powerful in "Bildung/Didaktik" and emphasizing the importance of education's ethical dimension and the teacher's role as a curriculum theorist offer the means for dealing with the theme. In addition, understanding the structure of the National Core Curriculum document, the political dimension of the Finnish curriculum's design process, and the educative possibilities in subjects and multidisciplinary modules, the teacher is capable of creating opportunities for educational experiences that are (ethically) significant for students, proactively and in terms of crises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01