Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

  • Michael Uljens Åbo Akademi University, Finland.

Resumo

National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated rather
than excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,
Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

Biografia do Autor

Michael Uljens, Åbo Akademi University, Finland.
Chair Professor (2003-) in General education and educational
leadership at Chair Professor (2003-) in General education and educational leadership at Åbo Akademi University, Finland.

Publicado
2016-04-11
Como Citar
Uljens, M. (2016). Non-Affirmative Curriculum Theory in a Cosmopolitan Era?. Revista Tempos E Espaços Em Educação, 9(18), 121-132. https://doi.org/10.20952/revtee.v9i18.4970
Seção
Número Temático: Currículo, Ortodoxia e Transgressão