Epistemologies and Curriculum Models
DOI:
https://doi.org/10.11575/jet.v7i3.43719Abstract
Curriculum designers tend (a) to reflect partisan epistemological stances and (b) to neglect the value problem, in the course of claiming professional neutrality. This article conducts a 'conceptual experiment' to discover what curriculum proposals might plausibly follow from each of five distinctive epistemologies. A comparison with actual theories in twentieth century educational writing suggests that restrictive normative epistemologies have hampered curriculum development. It is concluded that (a) an ordinary language formalism is the most comprehensive and neutral base available, and (b) the value problem cannot be evaded thereby.
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