By Rob Moore
ISBN-10: 0826496504
ISBN-13: 9780826496508
It is a provocative and tough monograph that engages with quite a lot of matters in unique methods and should absolutely stiumlate debate between educationists. Rob Moore's assortment is exclusive in that it brings jointly quite a number parts within the sociology of data and schooling (epistemological, aesthetic, curricular, the area of labor, academic coverage) which are concentionally analysed in isolation from each other.
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Additional resources for Sociology of Knowledge and Education
Sample text
Realism is an alternative to positivism and constructionism not just in that it provides an alternative to each in different ways, but that it is a radical alternative to what they both share. 1. In contrast to the infallibilism of positivism and constructionism, realism is committed to a fallibilst model of truth (Niiniluoto 2002, pp. 80-4). That is. it claims that all knowledge is ultimately provisional and open to revision (and in this respect it is 'critical'), but that some ways of producing knowledge are demonstrably more reliable than others.
Foundationalism is the centre of gravity of both positivism and postmodernism, though they revolve around that centre in opposite directions, as it were. In order to approach the issue of the sociality of knowledge and the possibilities of critical analysis afresh it is useful to adopt a radical change of perspective and to start from what constructionism and positivism share. 1. Both positivists and constructionists share the view that knowledge, to count as knowledge, should be foundational and infallible.
226). • Secondly, the emphasis upon the social consequences of curriculum organization is associated with substantive claims that are at best only ever half- 14 Sociology of Knowledge and Education truths but have the effect of greatly exaggerating both what schools can do and what they can be held accountable for. Schools and teachers have been over-burdened with responsibility and blame by largely unwarranted claims about the effects of the curriculum. • Thirdly, the traditional/progressive dichotomy that has framed and structured the debate for much of the post-war period has little real relationship to what schools are actually like or how teachers in fact work.
Sociology of Knowledge and Education by Rob Moore
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