Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

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 ar...

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Main Author: Michael Uljens
Format: Article
Language:Portuguese
Published: Universidade Federal de Sergipe 2016-04-01
Series:Revista Tempos e Espaços em Educação
Online Access:https://seer.ufs.br/index.php/revtee/article/view/4970
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author Michael Uljens
author_facet Michael Uljens
author_sort Michael Uljens
collection DOAJ
description 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.
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spelling doaj.art-702c74e4c3bc43b58a8ec103311b36192022-12-22T01:33:22ZporUniversidade Federal de SergipeRevista Tempos e Espaços em Educação2358-14252016-04-0191812113210.20952/revtee.v9i18.49703648Non-Affirmative Curriculum Theory in a Cosmopolitan Era?Michael Uljens0Åbo Akademi University, Finland.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.https://seer.ufs.br/index.php/revtee/article/view/4970
spellingShingle Michael Uljens
Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
Revista Tempos e Espaços em Educação
title Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
title_full Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
title_fullStr Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
title_full_unstemmed Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
title_short Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
title_sort non affirmative curriculum theory in a cosmopolitan era
url https://seer.ufs.br/index.php/revtee/article/view/4970
work_keys_str_mv AT michaeluljens nonaffirmativecurriculumtheoryinacosmopolitanera