Specialized, systematic and powerful knowledge

Hordern, Jim

doi:10.14324/lre.19.1.06

Cited by 10 publications

(4 citation statements)

References 18 publications

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“…We suggest a new ethical turn is possible, if we acknowledge the values and ethical assumptions implicit in discussions around 'powerful' disciplinary knowledge. Contrary to the idea that focusing on the ethical will dilute or hollow out school subjects, we suggest it could in fact strengthen them by encouraging a deep engagement with subject knowledge as 'revisable', in response to changing needs and changing times (see Hordern, 2021).…”

Section: Introduction: Shining a Light On Values In Curriculum Knowledgementioning

confidence: 65%

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Mitchell

Stones

2022

Lond. Rev. Educ.

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This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.

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Section: Introduction: Shining a Light On Values In Curriculum Knowledgementioning

confidence: 65%

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Mitchell

Stones

2022

Lond. Rev. Educ.

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“…Ett kunskapsbegrepp som diskuteras och där det efterfrågas mera forskning är begreppet kraftfull kunskap (Deng, 2022;Gericke et al, 2018;Hordern, 2021). Med socialrealism som teoretisk grund myntade Young (2007) begreppet powerful knowledge, här översatt till kraftfull kunskap.…”

Section: Kraftfull Kunskapunclassified

Fotosyntesundervisning 2.0: Kraftfull kunskap och en vidgad syn på fotosyntesundervisning

Eriksson,

Gericke,

Olsson

2023

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This article argues for a broader and more socially relevant photosynthesis instruction in compulsory science education. Presently, the predominant practice is traditional instruction, focusing on students' conceptual understanding of photosynthesis based on molecular and energy-related principles. Views of what is referred to as scientific literacy change in line with the new values and demands of a globalised society. Scientific literacy has evolved from a narrow conception of natural sciences to a broader teaching approach, addressing science from a whole society perspective. The article discusses how photosynthesis instruction can be redirected tofuture issues such as societal and sustainability and argues for a wider approach to scientific literacy involving active citizenship to address present and future sustainability challenges. A scientific literacy model is presented, along with its relation to the concept of powerful knowledge, defined as the kind of knowledge students need to have control and agency in their own lives. Powerful knowledge is discussed in terms of how photosynthesis instruction could be used to address societal and sustainability issues such as climate change, food chains, energy issues and food production. The need for a new and updated photosynthesis education 2.0 is presented.

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“…These studies suggest that various forms of specialised knowledge are ‘emergent’, in other words ‘produced by social conditions and contexts but cannot be reduced to them’ (Young & Muller, 2013, p. 237). The emergent properties may enable specialised knowledge to have resonance in multiple, seemingly unrelated contexts, including those which could have not been foreseen at the point of production (Hordern, 2021). Such specialised knowledge can be successfully delocated from one context of production from many years earlier (for example in the case of Hero's Pneumatics) and then relocated to meet the needs of new problems in a completely different context much later.…”

Section: Recontextualisation In Historical Studies Of Practical Knowl...mentioning

confidence: 99%

“…It is systematic and sustained inquiry within a framework of normative practice that is the essence of disciplinarity, and a sufficiently open and fallible approach to systematicity is only possible if it takes place within a community of inquiry that is committed to truth and truthfulness (Bridges, 2006;Williams, 2002, Young & Muller, 2007. Such communities nevertheless need to be cognisant of the importance of including discordant voices (or those who do not fit a prevailing mould), so that the practice does not become elite, moribund or discriminatory (Hordern, 2020(Hordern, , 2021.…”

Section: Disciplines Disciplinary Practices and Subjectsmentioning

confidence: 99%