This book offers a detailed analysis and assessment of the state of
education round the world. The argument is made that education and
curriculum practices are deficient for two reasons. The first is the
adoption by governments, policy-makers and practitioners of a set of
knowledge practices that can be broadly characterised as empiricist
and technicist, and which has come to dominate how curricula are
constructed and certainly how education systems and their work can be
described. The second is the adoption of a model of curriculum that is
both backward-looking and, in its own terms, confused and muddled.
This book then sets out an alternative model, which is more cogent and
better focused on human wellbeing.
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Produktdetaljer
ISBN
9783319228310
Publisert
2018
Utgiver
Springer Nature
Språk
Product language
Engelsk
Format
Product format
Digital bok
Forfatter