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Overview
This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.Synopsis
This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.
Booknews
Contributors from an international team of educational and other scholars reinstate conceptual problems concerning knowledge, truth, and the curriculum on the agenda of educational philosophical debate. They explore different epistemological conceptions in relation to their influence on the pedagogy of primary and secondary education, with the ultimate aim of carving a coherent route between rational foundationalism and intellectually indiscriminate postmodernism. Contains sections on knowledge in general, knowledge in particular, the wider socio-political context, and knowledge and learning. Annotation c. Book News, Inc., Portland, OR (booknew.com)