Year: 2014
Type: article
Abstract: This article addresses two questions. The first question is this: ‘when ought teachers to encourage or discourage students’ belief of a given proposition on the one hand (call this ‘directive teaching’), and when ought teachers to simply facilitate students’ understanding of that proposition, on the other (call this ‘non-directive teaching’) (cf. the work of Michael Hand)? The second question is this: ‘which propositional content should curricula address?’ An answer to these questions would amount to what I will call a ‘theory of propositional curricula content’, by providing both a means for choosing content, and a directive for teaching that content. While the answer that I give to the second question is unlikely to prove exhaustive, I still consider that it would form an important part of the answer, hence the title a ‘towards a theory of propositional curricula content’.
Author: John Tillson
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $3,600
OpenAlex ID: W1502193335