The End of Powerful Knowledge?

Autor/in	White, John
Titel	The End of Powerful Knowledge?
Quelle	In: London Review of Education, 17 (2019) 3, S.429-438 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Stellungnahme; Epistemology; Definitions; Concept Formation; Educational Philosophy; Educational Theories; Knowledge Level; Curriculum; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Begriffsbestimmung; Concept learning; Begriffsbildung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Wissensbasis; Curricula; Lehrplan; Rahmenplan; Geisteswissenschaften
Abstract	This is a response to two discussions of my article 'The Weakness of "Powerful Knowledge"' featuring in 2018 in the "London Review of Education" 16 (2), the first by Johan Muller and Michael Young and the second by Jim Hordern. It also makes brief comments on pieces on powerful knowledge in the "London Review of Education" Special Issue 16 (3). The question I focus on here, as in 2018, is 'What is powerful knowledge?' I raise doubts about Muller and Young's new answer to this question as well as about Hordern's defence of Young's position more generally. I suggest in conclusion that it would be helpful to abandon the term 'powerful knowledge' and use language more suitable to impartial scholarly investigations. [For The Weakness of 'Powerful Knowledge,' see EJ1185908.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01