Izvorni znanstveni članak
https://doi.org/10.21464/mo45.124.930
Philosophy and curriculum
Raul Raunić
orcid.org/0000-0001-9979-3060
; Odsjek za filozofiju, Filozofski fakultet, Sveučilište u Zagrebu, Hrvatska
Sažetak
This paper consists of three related series of arguments. First, it defines the basic descriptive and prescriptive meanings and the normative interrelatedness of the concepts of philosophy, the educational process, and the curriculum. Secondly, it analyses and criticizes the methodological structure of the dominant form of educational curriculum, based on the scientific-technological and managerial paradigm, instrumentally defined goals, and behaviourally validated and measurable learning outcomes. Finally, it explains the importance of philosophical reflection and a critical, holistic, long-term philosophical perspective to reflection on the educational curriculum. This importance manifests itself primarily in the identification of “blind alleys”, which are those consisting only of instrumental goals and technological reductionisms on the one hand, and direct worldview parochialisms and exclusiveness on the other, which attempt to ideologically impose their particular substantive values as universal in today’s world of value pluralism.
Ključne riječi
philosophical reflection; education: normative meaning and objectives; curriculum: history and theories; criticism of the scientifictechnological and managerial conception of curriculum
Hrčak ID:
192815
URI
Datum izdavanja:
23.10.2017.
Posjeta: 1.991 *