波兰人对文科核心课程的基本原理

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
J. Fennell, Timothy L. Simpson
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引用次数: 0

摘要

我们会让学校教什么?为了什么目的?在民主的名义下,在迈克尔·波兰尼开创性认识论的基础上,二十世纪教育哲学的领军人物哈里·S·布鲁迪呼吁为所有人提供文科核心课程。这种学校教育的设想产物是某种人。Broudy预见到在我们这个时代会出现如此多可预测的相对论挑战,因此参考学科专家的权威,为主题的选择(以及所设想的性格形成和道德想象力的培养)辩护。这种回应未能完全击退攻击,从而揭示了波兰尼思想的一个维度的必要性,其意义甚至超过了布鲁迪如此有效地援引的认识论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Polanyian rationale for a liberal arts core curriculum
What would we have the school teach? To what end? In the name of democracy, and building on the pioneering epistemology of Michael Polanyi, Harry S. Broudy, a leading voice in philosophy of education during the twentieth century, calls for a liberal arts core curriculum for all. The envisioned product of such schooling is a certain sort of person. Anticipating the predictable relativistic challenge so much on display in our own time, Broudy justifies the selection of subject matter (and thus the envisioned character formation and cultivation of moral imagination) by reference to the authority of experts in the disciplines. This response fails to fully repel the assault, thereby revealing the need for a dimension of Polanyi’s thought whose significance exceeds even that of the epistemology that Broudy so effectively invokes.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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