What’s in a name? That which we call a crisis? A commentary on Michael Young’s article ‘Overcoming the crisis in curriculum theory’

Lundgren, Ulf P.

doi:10.1080/00220272.2015.1095354

Cited by 21 publications

(14 citation statements)

References 11 publications

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“…To continue where Lundgren (2015) left with the third industrial revolution, the world is heading fast towards the fourth industrial revolution or innovation age. Schwab (2017) argues that while three previous revolutions liberated humankind from animal power, brought mass production and introduced digital capabilities to billions of people, respectively, the fourth industrial revolution is creating dramatic shifts again on how people live and work.…”

Section: Fourth Industrial Revolution or 'Innovation Age'mentioning

confidence: 99%

“…This article revisits and builds upon the 'curriculum crisis' debate initiated by Young in 2013 and followed up by Journal of Curriculum Studies (JCS) with a special issue in 2015, where the debate was open for an international dialogue (Deng, 2015a). The primary aim here is to address the issue of 'curriculum crisis' from sociological and educational perspectives and to expand a number of points that were initially raised in initial JCS six response papers (Baker, 2015;Deng, 2015b;Hoadley, 2015;Lundgren, 2015;McEneaney, 2015;Wheelahan, 2015) to Young (2013). The core of the paper will concentrate on an overview of three sociological theories of education and how they see the relationship between education more broadly, and the role of curriculum more specifically, to society to expand points made by Baker (2015), and then on an overview of four main curriculum ideologies and Continental Europe Didaktik to expand points made by Deng (2015bDeng ( , 2018.…”

Section: Introductionmentioning

confidence: 99%

“…The core of the paper will concentrate on an overview of three sociological theories of education and how they see the relationship between education more broadly, and the role of curriculum more specifically, to society to expand points made by Baker (2015), and then on an overview of four main curriculum ideologies and Continental Europe Didaktik to expand points made by Deng (2015bDeng ( , 2018. Next, the paper points to the fourth industrial revolution or innovation age to expand on the points made my McEneaney (2015) and Lundgren (2015), who disagreed with Young's 'curriculum crisis' thesis. Then, the paper returns to the three sources of 'curriculum crisis' as discussed by Young (2013) in the light of educational and sociological theoretical considerations.…”

Section: Introductionmentioning

confidence: 99%

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Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Tahirsylaj

2019

Nordic Journal of Studies in Educational Policy

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This article builds upon the international dialogue around 'curriculum crisis' initiated by Michael Young in Journal of Curriculum Studies (JCS) in 2013 and followed up in JCS in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare 'curriculum crisis'; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that 'curriculum crisis' is only partially about bringing knowledge back in, and the article suggests 'the prepared mind' as a metaphor to bridge knowledge and learning outcome perspectives. Specialized knowledge in curricula will become even more relevant in the innovation age, and a prepared mind adaptable to the changing world and open to continued learning can assist individuals navigate life and career creatively, meaningfully and constructively.

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Section: Fourth Industrial Revolution or 'Innovation Age'mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Tahirsylaj

2019

Nordic Journal of Studies in Educational Policy

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“…In Germany and Scandinavia, Bildung evolved as an educational concept designed as part of teaching in institutionalised settings (Uljens, 2002;Lundgren, 2015;Hopmann, 2007). The basic idea of an institution is that it is separate from the rest of society.…”

Section: Theory: a Mimetic Perspective On Teaching 21 Context: The Mmentioning

confidence: 99%

The Representation of Reality in Teaching: A “Mimetic Didactic” Perspective on Examples in Plenary Talk

Willbergh

2016

Scandinavian Journal of Educational Research

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Using an observation study in Norwegian lower secondary school classrooms this paper explores how subject matter and students' real-world experiences are linked within the use of examples in teaching. The theory of 'mimetic didactics' claims that giving students the possibility to interpret examples as both subject matter and something that is relevant to their own lives becomes a possibility through imaginative 'as-if' experiences. The study finds that 'as-if' experiences in the data are created by identifying with others and through a contextdependent knowledge base. The topics in the examples actualise being human within the political, economic and existential realm and offer possibilities to make knowledge relevant for the students' future. The study's contribution to classroom research comprises new concepts on the content aspects of classroom talk: the questions of knowledge accumulation and purpose.

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“…As pointed out by Lundgren (2015) in one of the special issues mentioned in the introduction, when Young calls for students to generalise beyond their experience through engaging with curriculum content, he argues in line with a long European tradition. The basic task of education in the German and Scandinavian tradition is encompassed by the term Bildung (Herbart & Stern, 2002;Westbury et al, 2000).…”

Section: The Relation Knowledge-learning In the Theory Of Categoricalmentioning

confidence: 99%

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Willbergh

2016

Nordisk tidsskrift for pedagogikk og kritikk

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This paper investigates the epistemology in the Norwegian NOU report, entitled The school of the future (2015), in light of the general didactic theory of Wolfgang Klafki. Klafki's concepts of material-, formal-and categorical Bildung are used to analyse the ideas of connecting knowledge and learning in the NOU report's vision of the curriculum. The paper finds that the report subordinates content knowledge to competences, creating a risk of the dominance of formal aspects of Bildung, which can devalue knowledge. The paper suggests 'bringing teaching back in': to construct a content-based curriculum with an epistemology compatible with teaching practice and to look to general didactic theory and research to accomplish this aim.

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What’s in a name? That which we call a crisis? A commentary on Michael Young’s article ‘Overcoming the crisis in curriculum theory’

Cited by 21 publications

References 11 publications

Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

The Representation of Reality in Teaching: A “Mimetic Didactic” Perspective on Examples in Plenary Talk

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

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