Journal
JOURNAL OF CURRICULUM STUDIES
Volume 54, Issue 5, Pages 599-617Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00220272.2022.2089538
Keywords
Powerful knowledge; content; educational potential; curriculum making; curriculum thinking; Bildung-centredDidaktik
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Building upon existing theories, this article presents a model of a future-oriented, knowledge-rich curriculum that focuses on cultivating human powers and utilizing educational potential.
Building on and going beyond Young and Muller's theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert's capabilities approach and Bildung-centred Didaktik. The curriculum is knowledge rich in three respects. First, it is informed by a vision of education centrally concerned with the cultivation of human powers (understanding, capabilities, dispositions) predicated on the contribution of knowledge. Second, the construction of a school subject-in the form of curriculum frameworks, syllabuses, and guidelines-entails selecting and organizing content in terms of educational potential and its realization in classrooms. Third, classroom teaching entails unlocking the educational potential of the content of a school subject for developing human powers. The curriculum is future-oriented in the sense that it aims at the formation of autonomous and responsible individuals who can thrive and flourish in the present and future world.
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