Re-Energising Subject Knowledge

Autor/in	Hopkin, John
Titel	Re-Energising Subject Knowledge
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 54 (2012) 2, S.299-304 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.2304/forum.2012.54.2.299
Schlagwörter	Foreign Countries; Curriculum; Intellectual Disciplines; Educational Policy; Educational Attitudes; Role of Education; Educational Change; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Curricula; Lehrplan; Rahmenplan; Geisteswissenschaften; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsauftrag; Bildungsreform; Großbritannien
Abstract	The value of knowledge and the role of subjects in the school curriculum have been widely questioned in recent years, often portrayed as old-fashioned and irrelevant, especially in the face of a fast-changing global economy. This article argues that this is both limited in its view of the potential of knowledge and subjects, and limiting for those pupils denied access to disciplined knowledge, especially in particular schools and subjects. It proposes that the acquisition of knowledge through subjects remains central to pupils' entitlement to a broad and balanced curriculum, and to their ability to participate actively in our society, economy and democracy. It suggests the need for a more informed (and disciplined) policy debate founded in a balanced view of the purposes of education. (Contains 17 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10