Disciplines, subjects and the pursuit of truth
- Paperback / softback, 172 pages, 234 mm x 156 mm
- 18 Sep 2017
- UCL IOE Press
Dr Alex Standish is a Senior Lecturer in Geography Education at the UCL Institute of Education.
Alka Sehgal Cuthbert
Dr Alka Sehgal Cuthbert has spent two decades as an English teacher at secondary level and as a lecturer in cultural studies in higher education.
CONTENTS: Foreword, by Michael Young; Introduction; 1. Disciplinary knowledge and school subjects, by Alex Standish and Alka Sehgal Cuthbert; 2. Mathematics, by Cosette Crisan; 3. Foreign languages, by Shirley Lawes; 4. Physics, by Gareth Sturdy; 5. Biology, by Fredrik Berglund; 6. History, by Christine Counsell; 7. Geography, by Alex Standish; 8. English Literature, by Alka Sehgal Cuthbert; 9. Art, by Dido Powell; Conclusion; Index
'This book urges us to think again about what lies at the heart of the curriculum. If you know teachers who are jaded by spreadsheets and league tables, buy them this book for Christmas to remind them why they became a teacher.’
‘A necessary corrective to the corrosive impact of naive post-modernist thought on curriculum theory, this book provides secure foundations for both curriculum theory and curriculum design. It should be essential reading for both policymakers and teachers.’
‘A highly accessible exploration of the relationship between social-realist approaches to knowledge production and ways of making such knowledge available through school subjects. Readable and thought-provoking.’
'I fully endorse the editors’ impassioned plea to take the content of the school curriculum seriously. This book is a call to arms for all teachers and educators to refocus on the central job of schools: as Matthew Arnold put it, to pass on "the best which has been thought and said".'
‘What knowledge do our children need to know and why? How will they acquire the reason and imagination to ask: What is right, what is beauty, and what is truth? This book brings these profound questions back to the centre of educational enquiry where they belong. We all need to read it.’
'This thought-provoking collection encourages educationalists to think again, not only about what is taught but also why it is taught. It is a welcome contribution to the on-going debate about knowledge.'