Social Epistemology, the Reason of “Reason” and the Curriculum Studies
25 Apr 2014-Education Policy Analysis Archives (University of South Florida Research Foundation, Inc. ("USFRF"))-Vol. 22, Iss: 22, pp 22-22
TL;DR: This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling and explored the school subjects of mathematics and music education as an alchemy, the use of translation tools that remake disciplinary knowledge into the school curriculum.
Abstract: Not-with-standing the current topoi of the Knowledge Society, a particular “fact” of modernity is that power is exercised less through brute force and more through systems of reason that order and classify what is known and acted on. This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling. The study of the system of reason in schooling is framed as social epistemology to consider the historically ordered, relational and socially embeddedness of knowledge as the political. This entails exploring the “reason” of science and schooling as to change social conditions that changes people. Further the school subjects of mathematics and music education are explored as an alchemy, the use of translation tools that remake disciplinary knowledge into the school curriculum. The alchemy of the curriculum is paradoxical. It embodies cultural theses about kinds of people that inscribe differences and divisions in the name of inclusion and equity.
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01 Jan 2012
205 citations
TL;DR: In this paper, the authors draw from field experiences in New York City elementary schools (such as observations of teachers, NYS Scope and Sequence Standards for Social Studies, and the Common Core State Standards) to demonstrate how curricular engagements with nature and the environment are persistently caught within humanist traditions that place agency and action as sovereign to humanness.
Abstract: The greatest challenge facing the field of environmentalism includes ontological questions over the human subject and its desensitization from landscapes of experience. In this article the authors draw from field experiences in New York City elementary schools (such as observations of teachers, NYS Scope and Sequence Standards for Social Studies, and the Common Core State Standards) to demonstrate how curricular engagements with nature and the environment are persistently caught within humanist traditions that place agency and action as sovereign to humanness. It uses new materialist ontologies to suggest how hybrid relations among humans, non-humans, and matter can be read by way of interactions among assemblages and entanglements that are alive, vibrant, and powerful. While much of environmentalism is bound to political action with nature as passive backdrops, the authors suggest that individual and everyday responses to ecological devastation may better reside in our capacity to act creatively, even ho...
38 citations
Cites background from "Social Epistemology, the Reason of ..."
...As argued by Thomas Popkewitz (2013), disturbing this order may seem a disruption to all the security we have about knowledge and truth, yet it is this very disturbance that enables alternatives and new possibilities of thinking outside the rules and standards that bind us....
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TL;DR: In this paper, the authors explored the lived experiences of doctoral students who have taken courses online in an effort to illuminate the factors that contribute to their sense of community, including faith, prayer, and spirituality, and challenge and tragedy.
Abstract: As the number of students taking online courses continues to grow steadily, it is becoming increasingly important to inquire about the experiences of these students in order to understand the factors that contribute to their success. It is imperative that the social needs of students be understood, as interaction is an important aspect of the educational experience. Sense of community, which results from interaction, can make a significant impact on the success of online students. The purpose of this phenomenological study was to explore the lived experiences of doctoral students who have taken courses online in an effort to illuminate the factors that contribute to their sense of community. To achieve a better understanding of these factors, in depth interviews were conducted with a purposive sample of 12 doctoral students. As a result of the analysis, it was determined that the following four factors contributed to the sense of community felt amongst students enrolled in an online doctoral program: (a) a cohort experience, (b) a face to face, on campus orientation course, (c) faith, prayer, and spirituality, and (d) challenge and tragedy. The results of this study add to the existing literature on understanding the online student experience and sense of community within the context of online higher education, and the implications and recommendations made as a result of the findings in
31 citations
09 Nov 2016
TL;DR: The authors recoge, en tres bloques de contenidos, the estudios and propuestas didacticas de diferentes investigadores / docentes, in los que el patrimonio and su utilización in la educación, tanto formal como informal and no formal, se relaciona with distintos elementos: por un lado, con the creacion identitaria (propuestas recogidas en el primer bloque de contenió), con la ens
Abstract: Este libro recoge, en tres bloques de contenidos, los estudios y propuestas didacticas de diferentes investigadores / docentes, en los que el patrimonio y su utilizacion en la educacion, tanto formal como informal y no formal, se relaciona con distintos elementos: por un lado, con la creacion identitaria (propuestas recogidas en el primer bloque de contenidos, que abarcan desde los procesos de identizacion hasta la configuracion de identidades individuales o compartidas); con la ensenanza de la Historia (trabajos sobre el tratamiento didactico del patrimonio en las clases de Historia, incluidos en el segundo bloque); y con la formacion de ciudadanos, lo que constituye la tercera y ultima seccion de trabajos de este volumen.
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"Social Epistemology, the Reason of ..." refers background in this paper
...(Scott, 1998, p. 90) Social Epistemology, the Reason of “Reason” and the Curriculum Studies 13 The idea of the civilized also referred to one’s manners in bodily relations—how one sits, drinks, greets, shares one’s bed, and handles questions of nudity and sexuality....
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17 Mar 2020
TL;DR: In this article, Scott analyzes failed cases of large-scale authoritarian plans in a variety of fields and argues that centrally managed social plans derail when they impose schematic visions that do violence to complex interdependencies that are not -- and cannot be -- fully understood.
Abstract: In this wide-ranging and original book, James C. Scott analyzes failed cases of large-scale authoritarian plans in a variety of fields. He argues that centrally managed social plans derail when they impose schematic visions that do violence to complex interdependencies that are not -- and cannot be -- fully understood. Further the success of designs for social organization depends on the recognition that local, practical knowledge is as important as formal, epistemic knowledge. The author builds a persuasive case against "development theory" and imperialistic state planning that disregards the values, desires, and objections of its subjects. And in discussing these planning disasters, he identifies four conditions common to them all: the state's attempt to impose administrative order on nature and society; a high-modernist ideology that believes scientific intervention can improve every aspect of human life; a willingness to use authoritarian state power to effect large-scale innovations; and a prostrate civil society that cannot effectively resist such plans.
2,622 citations
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01 Jan 2016
TL;DR: Pocock as mentioned in this paper argues that the American Revolution can be considered the last great act of civic humanism of the Renaissance, and relates the origins of modern historicism to the clash between civic, Christian, and commercial values in the thought of the eighteenth century.
Abstract: "The Machiavellian Moment" is a classic study of the consequences for modern historical and social consciousness of the ideal of the classical republic revived by Machiavelli and other thinkers of Renaissance Italy. J.G.A. Pocock suggests that Machiavelli's prime emphasis was on the moment in which the republic confronts the problem of its own instability in time, and which he calls the "Machiavellian moment."After examining this problem in the thought of Machiavelli, Guicciardini, and Giannotti, Pocock turns to the revival of republican thought in Puritan England and in Revolutionary and Federalist America. He argues that the American Revolution can be considered the last great act of civic humanism of the Renaissance. He relates the origins of modern historicism to the clash between civic, Christian, and commercial values in the thought of the eighteenth century.
1,862 citations
1,673 citations