Reclaiming Knowledge: Social Theory, Curriculum and Education Policy

by Johan Muller

Overview

Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?

Product Details

ISBN-13:	9780750709583
Publisher:	Taylor & Francis
Publication date:	08/10/2000
Series:	Knowledge, Identity and School Life Ser. , #8
Pages:	184
Product dimensions:	6.12(w) x 9.19(h) x (d)

Table of Contents

Introduction 1.The First and Last Interpretters 2. Globalization, Innovation and Knowledge 3.What Knowledge is of Most Worth for the Millennial Citizen? 4.Schooling and Everyday Life 5.Intimations of Boundlessness 6.The Well-tempered Learner 7.Critics and Reconstructors 8. Beyond Unkept Promises 9.Reason, Reality and Public Trust

Editorial Reviews

Muller (education. U. of Cape Town, South Africa) argues that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalized in into a set of skeptical claims about reality itself. He characterizes as pernicious the effects on the formulation of policy, the practice of education, and the conduct of government. He begins by introducing the notion of knowledge as a dynamic set of social interpretations that converge or diverge under certain conditions. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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