社会学
教育社会学
课程
工具主义
知识社会学
认识论
相对主义
社会科学
教育理论
科学知识社会学
课程论
传统主义
课程开发
高等教育
教育学
法学
哲学
政治学
人文学科
作者
Rob Moore,Michael Young
标识
DOI:10.1080/01425690120094421
摘要
Abstract This paper argues that the question of knowledge needs to be reconceptualised if sociology is to make its potential contribution to current debates about the curriculum. It begins with a review of the dominant assumptions underlying contemporary curriculum policy: neo-conservative traditionalism and technical-instrumentalism. It then examines the relativist position on knowledge that follows from the postmodernist critiques that have recently come to dominate social theory, particularly in the sociology of education. The paper argues that, in different ways, each of these approaches avoids the question of knowledge and hence leaves unresolved epistemological and educational dilemmas. In the final section, the paper draws on recent research in the sociology of science to develop what is referred to as a social realist approach to knowledge and explores its implications both for the curriculum and the claims that we are entering a 'knowledge society'.
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