This book gives a critical evaluation of theories of knowledge and their impact on curriculum planning. It shows that much curriculum planning has been, and is, misdirected, through unwarranted assumptions about the status of knowledge. Criticism is directed especially towards work within 'philosophy of education' which has tried to reassert traditional views of knowledge. The book prescribes a content-based approach to curriculum planning and towards recent political initiatives, which have adopted similar assumptions and attempted to impose this same approach on schools and teachers. The author claims that in several important areas, this restricts rather than supports curriculum development.
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Book Description Paul Chapman Educational Publishing, 1986. Paperback. Book Condition: New. book. Bookseller Inventory # 006318348X