Bringing curriculum theory and didactics together: a Deweyan perspective
2015; Taylor & Francis; Volume: 24; Issue: 1 Linguagem: Inglês
10.1080/14681366.2015.1083465
ISSN1747-5104
Autores Tópico(s)Global Education and Multiculturalism
ResumoUsing Dewey's method of resolution for resolving a dualism exemplified in The Child and the Curriculum, this article reconciles and brings together two rival schools of thought – curriculum theory and didactics – in China. The central thesis is that the rapprochement requires a reconceptualisation of curriculum theory and didactics in light of the Practical and the German Didaktik tradition, respectively, together with an understanding of their complementary relationship within the societal, institutional and instructional contexts of schooling. The article concludes by drawing implications for reconstructing curriculum theory and didactics within the context of China's recent curriculum reform and for the international dialogue of curriculum vs. Didaktik.
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