Knowing and Becoming in the Higher Education Curriculum

Autor/in	Barnett, Ronald
Titel	Knowing and Becoming in the Higher Education Curriculum
Quelle	In: Studies in Higher Education, 34 (2009) 4, S.429-440 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Higher Education; Epistemology; Learning Processes; Reflection; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; Learning process; Lernprozess; Ausland; Großbritannien
Abstract	If a curriculum in higher education is understood to be an educational vehicle to promote a student's development, and if a curriculum in higher education is also understood to be built in large part around a project of knowledge, then the issue arises as to the links between knowledge and student being and becoming. A distinction is made here between knowing as such and "coming" to know, with the focus on the latter. It is argued that the process of coming to know can be edifying: through the challenges of engaging over time with disciplines and their embedded standards, worthwhile dispositions and qualities may develop, the worthwhileness arising through the formation of "epistemic virtues". Examples of such dispositions and qualities are identified, with differences between dispositions, on the one hand, and qualities, on the other hand, being observed. Educational implications of understanding the nurturing of student being in this way are sketched, with a set of 10 principles offered for curricula and pedagogy. It is suggested, finally, that the clarifying of the relationship between knowing and being is not only a value-laden but also a pressing matter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10