Knowledge and the Educative Functions of a University: Designing the Curriculum of Higher Education

Autor/in	Short, Edmund C.
Titel	Knowledge and the Educative Functions of a University: Designing the Curriculum of Higher Education
Quelle	In: Journal of Curriculum Studies, 34 (2002) 2, S.139-148 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Stellungnahme; Higher Education; Educational Objectives; Curriculum Development; College Students; Curriculum Design; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational objective; Bildungsziel; Erziehungsziel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Collegestudent; Lehrplangestaltung; USA
Abstract	One of the missions of a university is the creation and dissemination of knowledge. Because this work is traditionally divided among scores or even hundreds of academic and research units for the convenience of the producing scholars and the orderly retrieval of this knowledge, the problem of introducing university students to the world of knowledge is frequently seen as a non-problem, at least in the US. That is, all that is necessary, it is assumed, is for students to be exposed to work in the existing academic units one-by-one, or in some combination. Curricular requirements in US universities generally call for matriculation in a selection of courses offered in the various units designated by reference to some general educational rationale or specialized educational purpose. However, an examination of almost any US university's curricular goals or expectations and the actual courses taken by particular students demonstrates significant discontinuities between the rationale and the actuality, between the intentions of general or specialized education and the knowledge made available in the courses taken. In this paper, the author contends that a major reason for the existence of these discontinuities lies with the assumption that the organization of the curriculum of higher education should be done in the same manner that the university organizes to do its research and knowledge production. He suggests that this is a faulty premise upon which to organize the curriculum, and that there are better ways to introduce students to a university's store of knowledge than by this traditional approach, ways that can bring educational purposes and actual learning more in line with each other and, at the same time, maintain a more accurate representation of scholarly knowledge in what a student actually carries away than is the case under the present system. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10