Johan Muller
Biographic Data
| ID | 3640344 |
|---|---|
| NAME | Johan Muller |
| GIVEN NAMES | Johan |
| FAMILY NAME | Muller |
| SIGNATURE | MULLER J |
| AFFILIATIONS | Former Programme Manager: Energy & Environment (Africa), Frost & Sullivan, Cape Town, South Africa |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
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: Electricity and Technopolitics in South Africa
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…
Reclaiming Knowledge
The sociology of intellectual life: The career of the mind in and around the academy
Three Educational Scenarios for the Future: Lessons from the sociology of knowledge
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…
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: Savoir, pédagogie et société
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…
Reading Bernstein, Researching Bernstein
1. Introduction: The Possibilities of Basil Bernstein, J. Muller Part 1: Bernstein's Relations 2. Silent, Invisible, Total: Pedagogic Discourse and the Age of Information, W. Tyler 3. The Concept of Semiotic Mediation: Perspectives from Bernstein's Sociology, R. Hasan 4. The Debt to Pleasure: The Subject and Knowledge in Pedaogogic Discourse, Z. Davis Part 2: Learning in School Contexts 5. Framing Talk: Towards a 'Radical Visible Pedagogy', J. Bo…
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: Globalisation and identity
(2000). Introduction: Globalisation and identity. Social Dynamics: Vol. 26, No. 1, pp. 1-4
Negotiations, transitions and uncertainty principles: Critical Arts in the worlds of the post
Dreams of Wholeness and Loss: Critical sociology of education in South Africa
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 …
Broadcasting in South Africa
The White Hands: Academic social scientists and forms of popular knowledge production
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…
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 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…
Broadcasting in South Africa
Dreams of Wholeness and Loss: Critical sociology of education in South Africa
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: Academic social scientists and forms of popular knowledge production
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: Critical Arts in the worlds of the post
Eskom: Electricity and Technopolitics in South Africa
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
The White Hands: Academic social scientists and forms of popular knowledge production
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
Negotiations, transitions and uncertainty principles: Critical Arts in the worlds of the post
Dreams of Wholeness and Loss: Critical sociology of education in South Africa
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 …
Introduction: Globalisation and identity
(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…
Reading Bernstein, Researching Bernstein
1. Introduction: The Possibilities of Basil Bernstein, J. Muller Part 1: Bernstein's Relations 2. Silent, Invisible, Total: Pedagogic Discourse and the Age of Information, W. Tyler 3. The Concept of Semiotic Mediation: Perspectives from Bernstein's Sociology, R. Hasan 4. The Debt to Pleasure: The Subject and Knowledge in Pedaogogic Discourse, Z. Davis Part 2: Learning in School Contexts 5. Framing Talk: Towards a 'Radical Visible Pedagogy', J. Bo…
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: Savoir, pédagogie et société
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…
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: Lessons from the sociology of knowledge
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 sociology of intellectual life: The career of the mind in and around the academy
Reclaiming Knowledge
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…
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
Eskom: Electricity and Technopolitics in South Africa
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
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…
Sociology (16 works) · Educational Theory and Curriculum Studies (11 works) · Philosophy (11 works) · Global Educational Policies and Reforms (10 works) · Epistemology (9 works) · Political science (9 works) · Educator Training and Historical Pedagogy (7 works) · Social science (7 works) · Geography (5 works) · Philosophy (5 works)