The disciplines thesis and the curriculum
A case study
Bibliographic Data
| ID | 18939823 |
|---|---|
| Authors | Kenneth Ruthven (0000-0002-5186-6707, University of Stirling, corresponding author) |
| Year | 1978 |
| Volume | 26 |
| Issue | 2 |
| Pages | 163-176 |
| Publication date | 1978-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00071005.1978.9973518 |
| OpenAlex | W2153097022 |
| Language | EN |
| References cited | 3 |
primarily associated with Hirst and Phenix, and it is in the works of these two theorists that it can be found in its most developed forms.' This paper will examine the thesis and its implications in relation to mathematics. There are a number of reasons for this choice of approach. First, while there are fairly substantial disagreements between Hirst and Phenix at a more general level-Hirst has, for example, criticized the basis of Phenix's primary classification-their characterization of mathematics and their arguments for its status as a discipline are remarkably similar. Second, mathematics is an area in relation to which the disciplines thesis has been taken as particularly clear-cut. To test it here is to test it where it is strong. Finally, I myself am particularly concerned with the practical implications of the thesis for curriculum design in mathematics. In part I I will examine the thesis itself, and in part II its implications for curriculum design
Curriculum · Curriculum development · Curriculum theory · Engineering ethics · Epistemology · Mathematics education · Pedagogy · Sociology · Engineering · Mathematics Education and Teaching Techniques · Philosophy · Psychology
| Highly cited | No |
|---|