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