PHILOSOPICAL FOUNDATIONS FOR THE CURRICULUM Volume 3
In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of...
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Oxon
Routledge
2017
|
| Edition: | Document : Biography : English |
| Series: | Routledge library editions. Philosophy of education,
volume 3 |
| Subjects: | |
| Online Access: | Click Here to View Status and Holdings. |
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| LEADER | 00000ntm a2200000#i 4501 | ||
|---|---|---|---|
| 001 | wils-913901 | ||
| 005 | 201852510029 | ||
| 008 | 181009t19782017-US #g# ##001 #beng#D | ||
| 020 | # | # | |a 9781138692459 |q hardback |
| 040 | # | # | |a OCLC |d UiTM |e rda |
| 041 | 0 | # | |a eng |
| 090 | 0 | 0 | |a LB1555 |b .B74 2017 |
| 100 | 1 | # | |a Brent, Allen |e author |
| 245 | 0 | 0 | |a PHILOSOPICAL FOUNDATIONS FOR THE CURRICULUM |c Allen Brent |n Volume 3 |
| 250 | # | # | |a Document : Biography : English |
| 264 | # | 1 | |a Oxon |b Routledge |c 2017 |
| 264 | # | 4 | |c ©1978 |
| 300 | # | # | |a 233 pages |c 22 cm |
| 336 | # | # | |a text |2 rdacontent |
| 337 | # | # | |a unmediated |2 rdamedia |
| 338 | # | # | |a volume |2 rdacarrier |
| 490 | 0 | # | |a Routledge library editions. Philosophy of education, |v volume 3 |
| 500 | # | # | |a Originally published in 1978 by George Allen & Unwin (Publishers) Ltd |
| 504 | # | # | |a Includes bibliographical references and index |
| 505 | 0 | # | |a 1. Plato and transcendental reality -- 2. The contemporary curriculum and the ghost of Plato -- 3. Paul Hirst and linguistic intersubjectivity -- 4. The possibility of transcendental curriculum judgements -- 5. Conclusion : teaching the art of making truth judgements. |
| 520 | # | # | |a In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory. |
| 650 | # | 0 | |a Hirst, Paul Heywood |x Knowledge and the curriculum |
| 650 | # | 0 | |a Plato |x Republic |
| 650 | # | 0 | |a Education |x Curricula |
| 650 | # | 0 | |a Education |x Philosophy |
| 856 | 4 | 0 | |z Click Here to View Status and Holdings. |u https://opac.uitm.edu.my/opac/detailsPage/detailsHome.jsp?tid=913901 |
| 964 | # | # | |c BOK |d 01 |
Curriculum design