'Where is the post-modern truth we have lost in reductionist knowledge?' A curriculum’s epitaph

Slabbert, Johannes A.; Hattingh, Annemarie; Van Loggerenberg-Hattingh, Annemarie

dc.contributor.author	Slabbert, Johannes A.
dc.contributor.author	Hattingh, Annemarie
dc.contributor.author	Van Loggerenberg-Hattingh, Annemarie
dc.date.accessioned	2008-05-05T11:06:18Z
dc.date.available	2008-05-05T11:06:18Z
dc.date.issued	2006
dc.description.abstract	This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the holistic nature of life. The essay proposes a contemporary curriculum philosophy that is fundamentally heuristic, with a radically eclectic, contingent character.	en
dc.format.extent	3680377 bytes
dc.format.mimetype	application/pdf
dc.identifier.citation	Slabbert, JA & Hattingh, A 2006, 'Where is the post-modern truth we have lost in reductionist knowledge?' A curriculum’s epitaph', Journal of Curriculum Studies, vol. 38, no. 6, pp. 701-718. [http://www.tandf.co.uk/journals/tf/00220272.html]	en
dc.identifier.issn	0022-0272
dc.identifier.other	10.1080/00220270600608023
dc.identifier.uri	http://hdl.handle.net/2263/5115
dc.language.iso	en	en
dc.publisher	Taylor & Francis	en
dc.rights	Taylor & Francis	en
dc.subject	Authentic learning	en
dc.subject	Holistic education	en
dc.subject	Open education	en
dc.subject	Post-modern curriculum	en
dc.subject	Student-centred approaches	en
dc.subject.lcsh	Holistic education
dc.subject.lcsh	Open plan schools
dc.title	'Where is the post-modern truth we have lost in reductionist knowledge?' A curriculum’s epitaph	en
dc.type	Postprint Article	en