Knowledge, content, curriculum and Didaktik. Beyond social realism.

Autor/in	Deng, Zongyi
Titel	Knowledge, content, curriculum and Didaktik. Beyond social realism.
Quelle	New York: Routledge (2020)Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9780815360193 (gebundene Ausgabe); 9781351118941 (E-Book)
Schlagwörter	Education; Curricula; Knowledge, Theory of; Curriculum planning; Social aspects; Social realism; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Bildung; Erziehung; Curriculum; Lehrplan; Rahmenplan; Knowledge; Theory; Wissen; Theorie; Curriculumplanung; Social behavior; Social behaviour; Soziales Verhalten
Abstract	Introduction -- Knowledge, disciplinarity and postmodern critiques -- Aims of schooling, school subjects and knowledge questions -- Liberal education, Bildung and theory of knowledge -- Liberal education, Bildung and theory of content -- Rethinking teaching and teachers: Bringing content back into conversation -- Pedagogical content knowledge reconceived: Bringing curriculum thinking into conversation on teachers' understanding of content -- Conclusion: Beyond social realism. "Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on ' "bringing knowledge back in"'(Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses among other issues: Educational aims and theories of knowledge, School subjects and academic disciplines: differences and relationships, School subjects and theories of content, Understanding the content for teaching. The book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced, and philosophically better grounded understanding of the role of knowledge and content in education and curriculum"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2020/2/04