The paper discusses the realness of the curriculum concept. In our society, the urgency of educational problems targets the school towards theoretical and methodological choices that have important effects on curriculum design. However, in Italy studies on the concept of curriculum properly conducted in recent times are a very limited number. More, in most part of studies the concept of curriculum is interpreted in a reductive and ideological way. The work is divided into two parts. In the first part, the meaning of the curriculum is critically discussed within the contemporary pedagogical debate and the school context. We will highlight some reductive interpretations of the concept. In the second part, an Integrated Curriculum hypothesis is advanced. The hypothesis is based on concept of knowledge as system and on a knowledge representation model.
Verso un modello di curricolo integrato
Berta Martini
2019
Abstract
The paper discusses the realness of the curriculum concept. In our society, the urgency of educational problems targets the school towards theoretical and methodological choices that have important effects on curriculum design. However, in Italy studies on the concept of curriculum properly conducted in recent times are a very limited number. More, in most part of studies the concept of curriculum is interpreted in a reductive and ideological way. The work is divided into two parts. In the first part, the meaning of the curriculum is critically discussed within the contemporary pedagogical debate and the school context. We will highlight some reductive interpretations of the concept. In the second part, an Integrated Curriculum hypothesis is advanced. The hypothesis is based on concept of knowledge as system and on a knowledge representation model.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
