Jens Muller
Datos Biográficos
| ID | 76248 |
|---|---|
| NOMBRE | Jens Muller |
| NOMBRES | Jens |
| APELLIDO | Muller |
| FIRMA | MULLER J |
| AFILIACIONES | University of Cape Town |
| ORCID | 0000-0001-5777-7089 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 185 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1981 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
Knowledge and the pursuit of method
The palimpsests of knowledge
This paper first re-visits the origins of the concept powerful knowledge and goes on to assess its mixed fortunes as of 2022. It assesses Basil Bernstein’s early interest in knowledge in the curriculum by examining his retrieval of Durkheim’s discussion of the Trivium and Quadrivium, going on to examine how the sciences and the Humanities each specialize knowledge but in different ways. It then discusses the recursive form of theorizing of pedago…
‘The shadows of “boundary” remain’
This paper will re-visit the origins and early use in South African curriculum writing of the concept of ‘coherence’; it will go on to show how Suellen Shay and her colleagues fleshed out the concept and created an instrument for its empirical analysis; it will then step back and examine the contribution and some problems that were brought to light; examine briefly how Shay’s later work continued to wrestle with the notion of ‘practice’, particul…
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik
This paper introduces a special issue which aims to address the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction…
A pedagogic compact
We set out to address the question—what does it mean for educational knowledge to be ‘powerful’? We compare the Anglo tradition of curriculum studies with the Didaktik tradition through the lens of an analysis of curriculum structure in postgraduate courses in South African universities rooted in either the Anglo or Didaktik tradition. This analysis of curriculum structure affords a view of each tradition that we argue is ‘powerful’, but in diffe…
Knowledge, power and powerful knowledge re‐visited
This article extends the authors’ earlier work (Young & Muller 2013) exploring the concept of ‘powerful knowledge’. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented ‘power’ and ‘knowledge’. Two key senses of power are identified and two difficulties are next identified: how to retain both senses of power in a satisfactory accou…
Eskom
The South African energy landscape is in a state that most experts would describe as an imminent crisis, or at the very least a time bomb with alarmingly little time left on the clock. The challeng
Foucault, power, and education
Book review of: Foucault, power, and education, by Stephen J. Ball, Abingdon, Routledge, 2013, 178 pp., £24.99 (paperback), ISBN 978-0-415-89537-8
On the powers of powerful knowledge
The aim of this paper is to explore and clarify the idea of ‘powerful knowledge’ as a sociological concept and as a curriculum principle. The paper seeks to clarify its conceptual basis and to make its meaning and the arguments it implies, less ambiguous and less open to misunderstanding. This will enable us to suggest some of the research and policy options that it opens up. The paper begins with a brief discussion of the origins of the contempo…
An Other Path
Local or endogenous generation of technological innovations has often been ignored. A fundamental problem is that the micro-innovative strengths that really exist often remain isolated and encapsulated. This article explicates the informal segments of the national technology systems in the South by identifying their most important constituents. The purpose is to highlight the innovative capability of informal technology-change agents. A wider ana…
On disciplinary judgement
This paper enquires into the grounds for convergence of judgements in a situation of blind peer review, where reviewers are asked to assess the standing of scholars in a disciplinary field. The paper first considers traditional accounts of peer review and threats to its reliability and validity. Next it examines the grounds for disciplinary sociality and different forms of expertise that stratify the disciplinary field. The paper will report the …
The sociology of intellectual life
Three Educational Scenarios for the Future
This article draws on social realist approaches in the sociology of knowledge and in light of them constructs three scenarios for the future of education in the next decades. The primary focus of the article is on one of the most crucial questions facing educational policy makers — the relationship between school and everyday or common sense knowledge. The different possibilities for how the school/non‐school knowledge boundaries might be approac…
The economic effects of direct democracy—a first global assessment
The economic effects of constitutions
Forms of knowledge and curriculum coherence
This paper examines what is entailed by taking a socio-epistemic or 'knowledge-based' approach to considerations of curriculum and qualifications. The paper begins by examining the roots of diciplinary difference in the medieval universities and their treatment in contemporary scholarly work; discusses implications for curriculum and qualification differentiation; and shows how social, disciplinary and qualification organisation are aligned in th…
Forum Respondents
Actualité de Basil Bernstein
La transmission des savoirs permet à tout individu de vivre les frontières, sociales, intellectuelles ou personnelles, non comme des prisons, mais comme des points de tension condensant le passé et ouvrant sur des futurs possibles. Elle met en jeu le droit, pour chacun, de participer à la production d’un ordre social, son maintien, sa modification. Mais pour qu’elle y parvienne, il faut analyser les biais sociaux qui sont profondément inscrits da…
Verdade e veracidade na sociologia do conhecimento educacional
Reflete-se, neste artigo, sobre questões de verdade e objetividade na sociologia do conhecimento educacional, explorando-as. Inicia-se revendo os problemas levantados pelos enfoques socioconstrucionistas do conhecimento, associados com a Nova Sociologia da Educação da década de 1970. Sugere-se que tais problemas apresentam paralelos significativos com as idéias pragmatistas de James e Dewey, analisadas por Durkheim, de modo tão acurado, em suas p…
O crescimento do conhecimento e a lacuna discursiva
Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente…
The Growth of Knowledge and the Discursive Gap
This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of ed…
What Knowledge is Needed in the New Millennium
Identifying what kind of knowledge is appropriate for the citizen of the new millennium is of special concern in developing countries. They face two simultaneous challenges: carving out niche areas of innovation within the competitive global arena while meeting the basic development needs of the majority of their increasingly marginalized and impoverished populations. Against this background, our article examines the question of appropriate knowl…
Introduction
(2000). Introduction: Globalisation and identity. Social Dynamics: Vol. 26, No. 1, pp. 1-4
The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education
This paper presents a critique of 'voice discourse' in the sociology of education (and beyond). The discourse of 'voice' is identified with a position that has recurred periodically since the early 1970s, which reduces knowledge to experience in order to de-legitimise rational, epistemologically grounded knowledge forms and truth claims that are represented as expressing no more than the 'standpoints' and 'interests' of 'dominant' social groups. …
South African higher education reform
Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a h…
The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education
This paper presents a critique of 'voice discourse' in the sociology of education (and beyond). The discourse of 'voice' is identified with a position that has recurred periodically since the early 1970s, which reduces knowledge to experience in order to de-legitimise rational, epistemologically grounded knowledge forms and truth claims that are represented as expressing no more than the 'standpoints' and 'interests' of 'dominant' social groups. …
Forms of knowledge and curriculum coherence
This paper examines what is entailed by taking a socio-epistemic or 'knowledge-based' approach to considerations of curriculum and qualifications. The paper begins by examining the roots of diciplinary difference in the medieval universities and their treatment in contemporary scholarly work; discusses implications for curriculum and qualification differentiation; and shows how social, disciplinary and qualification organisation are aligned in th…
The economic effects of direct democracy—a first global assessment
Narrating the Crisis
The economic effects of constitutions
The Growth of Knowledge and the Discursive Gap
This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of ed…
The Well-tempered Learner
This article considers the curriculum reforms of outcomes-based education and the mechanism of a national qualifications framework in South Africa, also referring to New Zealand, in terms of the kind of learners they instantiate and therefore the kind of teachers needed for learners of that sort to be able to learn. Distinguishing between performance and competence models of pedagogy and analysing their implicit pedagogical logic, the article arr…
Broadcasting in South Africa
Liquidation or Consolidation of Indigenous Technology. A Study of the Changing Conditions of Production of Village Blacksmiths in Tanzania
VRÜ Verfassung und Recht in Übersee , Seite 93 - 94
Out of Eden
Dreams of Wholeness and Loss
South African sociologists of education are living through a momentous and highly particular transition at the same time as they participate in global trends and debates. This paper reviews changes in their framing concerns as they move from an oppositional positionality to afar more ambiguous space that seems to require of them to choose between critique and reconstruction. The resultant re‐positioning and the changing forms of appropriation of …
The White Hands
The Russian-Polish radical Jan Makhaisky was exiled to Siberia in the 1890s. Reading Capital, he concluded that the greatest future threat to the proletariat would come from the new class of educated, unpropertied intellectuals. He called them the class of “White Hands”. (Quoted by Adam Westoby in ‘Conceptions of Communist States’ ed D Held et al States and Societies, Martin Robertson, Oxford, 1983, p234) “Study is the patrimony of no one and the…
O crescimento do conhecimento e a lacuna discursiva
Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente…
Negotiations, transitions and uncertainty principles
Eskom
The South African energy landscape is in a state that most experts would describe as an imminent crisis, or at the very least a time bomb with alarmingly little time left on the clock. The challeng
An Other Path
Local or endogenous generation of technological innovations has often been ignored. A fundamental problem is that the micro-innovative strengths that really exist often remain isolated and encapsulated. This article explicates the informal segments of the national technology systems in the South by identifying their most important constituents. The purpose is to highlight the innovative capability of informal technology-change agents. A wider ana…
On disciplinary judgement
This paper enquires into the grounds for convergence of judgements in a situation of blind peer review, where reviewers are asked to assess the standing of scholars in a disciplinary field. The paper first considers traditional accounts of peer review and threats to its reliability and validity. Next it examines the grounds for disciplinary sociality and different forms of expertise that stratify the disciplinary field. The paper will report the …
South African higher education reform
Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a h…
Social justice and its renewals
The article explores the prospects for a renewal of concepts like social justice under conditions where actually existing models and concrete moral alternatives to neo-liberalism have receded. The paper first considers the usefulness of the notion of 'intellectual formation' to understand shifts in the intellectual field of sociologists of education; it then proceeds to consider the identity options available using Bernstein's (1996) discussion o…
Liquidation or Consolidation of Indigenous Technology. A Study of the Changing Conditions of Production of Village Blacksmiths in Tanzania
VRÜ Verfassung und Recht in Übersee , Seite 93 - 94
Liquidation or Consolidation of Indigenous Technology
Facilitating an Indigenous Social Organisation of Production in Tanzania
Twice within a time span of less than 100 years the Tanzanian social formation was drastically reorganised, and in each case an emerging indigenous technological capability was drastically reduced. The first setback was effected by the German colonisation (about 1890) which marked the start of a process of liquidation of the craftsmanship within the society. The second setback was brought about as a result of the post-colonial attempts at sociali…
The White Hands
The Russian-Polish radical Jan Makhaisky was exiled to Siberia in the 1890s. Reading Capital, he concluded that the greatest future threat to the proletariat would come from the new class of educated, unpropertied intellectuals. He called them the class of “White Hands”. (Quoted by Adam Westoby in ‘Conceptions of Communist States’ ed D Held et al States and Societies, Martin Robertson, Oxford, 1983, p234) “Study is the patrimony of no one and the…
Broadcasting in South Africa
Narrating the Crisis
Out of Eden
An eco-hermeneutical perspective on inter-cultural counselling
This article draws on the valuable insights which Van Haven’s study of the kudu antelope species has brought to light. He indicates that a proper perception of any system’s functioning - man and nature alike - should he based on an understanding of how the various elements of a particular system interrelate - hence the term ‘eco-hermeneutical’
Negotiations, transitions and uncertainty principles
Dreams of Wholeness and Loss
South African sociologists of education are living through a momentous and highly particular transition at the same time as they participate in global trends and debates. This paper reviews changes in their framing concerns as they move from an oppositional positionality to afar more ambiguous space that seems to require of them to choose between critique and reconstruction. The resultant re‐positioning and the changing forms of appropriation of …
Social justice and its renewals
The article explores the prospects for a renewal of concepts like social justice under conditions where actually existing models and concrete moral alternatives to neo-liberalism have receded. The paper first considers the usefulness of the notion of 'intellectual formation' to understand shifts in the intellectual field of sociologists of education; it then proceeds to consider the identity options available using Bernstein's (1996) discussion o…
South African higher education reform
Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a h…
The Well-tempered Learner
This article considers the curriculum reforms of outcomes-based education and the mechanism of a national qualifications framework in South Africa, also referring to New Zealand, in terms of the kind of learners they instantiate and therefore the kind of teachers needed for learners of that sort to be able to learn. Distinguishing between performance and competence models of pedagogy and analysing their implicit pedagogical logic, the article arr…
The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education
This paper presents a critique of 'voice discourse' in the sociology of education (and beyond). The discourse of 'voice' is identified with a position that has recurred periodically since the early 1970s, which reduces knowledge to experience in order to de-legitimise rational, epistemologically grounded knowledge forms and truth claims that are represented as expressing no more than the 'standpoints' and 'interests' of 'dominant' social groups. …
Introduction
(2000). Introduction: Globalisation and identity. Social Dynamics: Vol. 26, No. 1, pp. 1-4
What Knowledge is Needed in the New Millennium
Identifying what kind of knowledge is appropriate for the citizen of the new millennium is of special concern in developing countries. They face two simultaneous challenges: carving out niche areas of innovation within the competitive global arena while meeting the basic development needs of the majority of their increasingly marginalized and impoverished populations. Against this background, our article examines the question of appropriate knowl…
The Growth of Knowledge and the Discursive Gap
This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of ed…
O crescimento do conhecimento e a lacuna discursiva
Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente…
Verdade e veracidade na sociologia do conhecimento educacional
Reflete-se, neste artigo, sobre questões de verdade e objetividade na sociologia do conhecimento educacional, explorando-as. Inicia-se revendo os problemas levantados pelos enfoques socioconstrucionistas do conhecimento, associados com a Nova Sociologia da Educação da década de 1970. Sugere-se que tais problemas apresentam paralelos significativos com as idéias pragmatistas de James e Dewey, analisadas por Durkheim, de modo tão acurado, em suas p…
Actualité de Basil Bernstein
La transmission des savoirs permet à tout individu de vivre les frontières, sociales, intellectuelles ou personnelles, non comme des prisons, mais comme des points de tension condensant le passé et ouvrant sur des futurs possibles. Elle met en jeu le droit, pour chacun, de participer à la production d’un ordre social, son maintien, sa modification. Mais pour qu’elle y parvienne, il faut analyser les biais sociaux qui sont profondément inscrits da…
The economic effects of direct democracy—a first global assessment
The economic effects of constitutions
Forms of knowledge and curriculum coherence
This paper examines what is entailed by taking a socio-epistemic or 'knowledge-based' approach to considerations of curriculum and qualifications. The paper begins by examining the roots of diciplinary difference in the medieval universities and their treatment in contemporary scholarly work; discusses implications for curriculum and qualification differentiation; and shows how social, disciplinary and qualification organisation are aligned in th…
Forum Respondents
Three Educational Scenarios for the Future
This article draws on social realist approaches in the sociology of knowledge and in light of them constructs three scenarios for the future of education in the next decades. The primary focus of the article is on one of the most crucial questions facing educational policy makers — the relationship between school and everyday or common sense knowledge. The different possibilities for how the school/non‐school knowledge boundaries might be approac…
Sociology (28 obras) · Global Educational Policies and Reforms (19 obras) · Political science (18 obras) · Educational Theory and Curriculum Studies (16 obras) · Epistemology (15 obras) · Economics (12 obras) · Philosophy (12 obras) · Educator Training and Historical Pedagogy (11 obras) · Law (10 obras) · Social science (9 obras)