Tillson, John (2014) Towards a theory of propositional curriculum content. Journal of Philosophy of Education, 48 (1). pp. 137-148. doi:10.1111/1467-9752.12056 ISSN 0309-8249.

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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’.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Philosophy
Journal or Publication Title:	Journal of Philosophy of Education
Publisher:	Wiley-Blackwell Publishing Ltd.
ISSN:	0309-8249
Official Date:	21 February 2014
Dates:	Date Event 21 February 2014 Published
Volume:	48
Number:	1
Page Range:	pp. 137-148
DOI:	10.1111/1467-9752.12056
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

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