Philosophically Rooted Educational Authenticity as a Normative Ideal for Education
Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum
Bibliographic Data
| ID | 8856808 |
|---|---|
| Authors | Florian Lüddecke (University of Bath, corresponding author) |
| Year | 2015 |
| Volume | 48 |
| Issue | 5 |
| Pages | 509-524 |
| Publication date | 2015-05-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2015.1041012 |
| OpenAlex | W1185159272 |
| Language | EN |
| Citations received | 4 |
| References cited | 48 |
Whereas the importance of authenticity in relation to educational contexts has been highlighted, educational authenticity (EA) has mainly referred to a real-life/world convergence or the notion of teacher authenticity, implying that authenticity can be taught and learnt. This view, however, has largely overlooked philosophical considerations so that the semantic and ontological vagueness surrounding authenticity has generated an uneven dialectic between the term's potential significance and its actual relevance for the educational field. This article aims to move closer towards an understanding of philosophically grounded EA as a normative ideal for education. It discusses three contemporary philosophical models of authenticity and how they relate to the multicultural dimension of the International Baccalaureate's Primary Years Programme. I will argue that by extrapolating common features of these theories, EA bears significant potential for contemporary education as it combines the importance of civic engagement, preparation for political involvement, and co-construction of knowledge and offers a fresh rationale for student involvement in curriculum planning.Keywords: authenticityeducational authenticitycurriculum planningIB Disclosure statementNo potential conflict of interest was reported by the author
Curriculum · Dialectic · Education theory · Epistemology · Higher education · Ideal (ethics · Normative · Pedagogy · Philosophy of education · Political science · Politics · Relevance (law · Sociology · Vagueness · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Philosophy
International Baccalaureate Primary Years Programme
Authenticity work in higher education learning environments
Using teacher narratives to map policy effects in the Victorian Government International Baccalaureate Primary Years Programme (IB-PYP) context
Courageous conversations in the Life Orientation classroom and teacher vulnerability
Interaction in the language curriculum
The Culture of Education
On Being Authentic
Dialogue in the Classroom
The Courage to Teach
Moral consciousness and communicative action
Ways with Words
Curriculum
The Jargon of Authenticity
The Ethics of Authenticity
The Ecology of Human Development
Democratic education in neoliberal and neoconservative times
Does It Rain on Vancouver Island
Why the Aims of Education Cannot Be Settled
Authenticity Revisited
Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking
Talk, talk, talk
Authenticity in adult learning
Authentic Pedagogy and Student Performance
Beyond Tyler and Taba
Authenticity and Constructivism in Education
Not for Profit
The Potentiality of Authenticity in Becoming a Teacher
Producing Equal-Status Interaction in the Heterogeneous Classroom
Experience and Education
Situated Cognition and the Culture of Learning
Standardized Curriculum and Loss of Creativity
Academics' teacher identities, authenticity and pedagogy
Discourse on the Origin of Inequality
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |