Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism
Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism
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DOI：
10.1080/09585176.2013.874954
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发表时间：
2014-01
影响因子：
1.6
通讯作者：
G. Biesta
中科院分区：
文献类型：
--
作者：
G. Biesta
在本文中，我通过讨论杜威的认识的交易理论来探讨知识在课程中的作用。我这样做的背景下，最近呼吁把知识带回到讨论中的课程，实用主义已被描绘为一个有问题的形式的相对主义，不应该在当代课程理论和实践。我表明，实用主义实际上超越了客观主义与相对主义的现代对立，而不是相对主义的一种形式。杜威的认识的交易理论将知识问题从确定性领域转移到可能性领域。我在本文中显示杜威如何发展这一论点，并给出理由，为什么这是一个重要的贡献，正在进行的讨论知识和课程。
In this paper, I explore the role of knowledge in the curriculum through a discussion of John Dewey's transactional theory of knowing. I do so against the background of recent calls to bring knowledge back into the discussion about the curriculum in which pragmatism has been depicted as a problematic form of relativism that should have no place in contemporary curriculum theory and practice. I show that rather than being a form of relativism, pragmatism actually moves beyond the modern opposition of objectivism versus relativism. Dewey's transactional theory of knowing moves the question of knowledge from the domain of certainty to the domain of possibility. I show in this paper how Dewey develops this argument and give reasons why this is an important contribution to the ongoing discussion about knowledge and the curriculum.