Powerful knowledge, educational potential and knowledge-rich curriculum. Pushing the boundaries.

Autor/in	Deng, Zongyi
Titel	Powerful knowledge, educational potential and knowledge-rich curriculum. Pushing the boundaries.
Quelle	In: Journal of curriculum studies, 54 (2022) 5, S. 599-617Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 614-617
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2022.2089538
Schlagwörter	Bildung; Didaktik; Curriculum; Curriculumentwicklung
Abstract	Building on and going beyond Young and Muller's theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert's capabilities approach and Bildung-centred Didaktik. The curriculum is knowledge rich in three respects. First, it is informed by a vision of education centrally concerned with the cultivation of human powers (understanding, capabilities, dispositions) predicated on the contribution of knowledge. Second, the construction of a school subject-in the form of curriculum frameworks, syllabuses, and guidelines-entails selecting and organizing content in terms of educational potential and its realization in classrooms. Third, classroom teaching entails unlocking the educational potential of the content of a school subject for developing human powers. The curriculum is future-oriented in the sense that it aims at the formation of autonomous and responsible individuals who can thrive and flourish in the present and future world.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1