Towards a Theory of Propositional Curriculum Content
Towards a Theory of Propositional Curriculum Content
Bibliographic Data
| ID | 11953200 |
|---|---|
| Authors | John Tillson (0000-0003-0905-0170, corresponding author) |
| Year | 2014 |
| Volume | 48 |
| Issue | 1 |
| Pages | 137-148 |
| Publication date | 2014-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/1467-9752.12056 |
| OpenAlex | W1502193335 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
This article addresses two questions.The first question is this: 'when ought teachers to encourage or discourage students' belief of a given proposition on the one hand (call this 'directive teaching'), and when ought teachers to simply facilitate students' understanding of that proposition, on the other (call this 'non-directive teaching') (cf. the work of Michael Hand)?The second question is this: 'which propositional content should curricula address?'An answer to these questions would amount to what I will call a 'theory of propositional curricula content', by providing both a means for choosing content, and a directive for teaching that content.While the answer that I give to the second question is unlikely to prove exhaustive, I still consider that it would form an important part of the answer, hence the title a 'towards a theory of propositional curricula content
Content (measure theory · Content analysis · Curriculum · Epistemology · Mathematics education · Pedagogy · Social science · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Mathematics · Philosophy · Psychology
| Citations per year | 0.14 |
|---|---|
| Citation span | 2019 - 2019 (1) |
| Highly cited | No |