GED3901

Philosophical issues in curriculum development

Professor D N Aspin

12 points - Summer school - Clayton

Objectives Upon successful completion of this subject, students should be able to use their reading, reflection and critical capacities to address issues relating to the theory of knowledge and curriculum, particularly controversial curriculum issues; develop their own version of a coherent and consistent philosophy of the curriculum; show ways and forms in which their own approaches might be implemented in school situations.

Synopsis This subject will tackle four main areas, all of which are controversial and require reading, reflection and critical response. The approach will be that of a research seminar in which students will be expected to discuss the program content from a critical perspective, seeking positive, though provisional, conclusions that will enhance curriculum decision making and planning. (1) The so-called 'foundations' of knowledge and how knowledge is gained. (2) Controversies over adequate evidence, truth and the distinction between knowledge and belief; knowledge, language and meaning; the logic, function and significance of epistemic discourse. (3) Different kinds of evidential claims; kinds of knowledge, such as philosophy, mathematics, science, ethics, religion and aesthetics; the idea of a differentiated basis for the school curriculum. (4) Curriculum choice and decision-making; justification of curriculum, and the logical, moral, economic, political and pragmatic approaches to the selection of curriculum material. Curriculum assessment will also be discussed.

Assessment Written (5000 words for MEd students, 8000 words for EdD students): 100% - Single research paper or portfolio of smaller papers to be presented in class, discussed by the group and defended by the author

Recommended texts

(A list will be given as required before the subject, to reflect staff and students' needs and interests. But cf. )
Hamlyn D W Theory of knowledge Macmillan, 1970
Harris C K Education and knowledge Routledge, 1978
Hirst P H Knowledge and the curriculum Routledge, 1974
Scheffler I Conditions of knowledge Scott Foresman, 1960
Woozley A D The theory of knowledge Hutchinson, 1966

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