Durkheim, Vygotsky and the Curriculum of the Future

Abstract

This paper is concerned with the principles on which the curriculum should be based. It argues that the fundamental issue is the relationship between the knowledge on which the curriculum is based and the everyday knowledge that learners bring to school or college. The approaches to knowledge of two educational theorists, the French sociologist, Emile Durkheim, and the Russian psychologist, Lev Vygotsky, are discussed. While pointing out some of the limitations of their approaches, the paper argues that their attempts to integrate the objectivity and the historicity of knowledge must remain at the heart of future curriculum debates.

Journal

Journal ID (aggregator): 10430

Title: London Review of Education

Publisher: IOE Press

ISSN (Print): 1474-8460

ISSN (Electronic):

Publication date Created: 01 July 2003

Volume: 1

Issue: 2

Pages: 99-117

Article

Serial Item and Contribution ID: 1474-8460(20030701)1:2L.99;1- Publisher ID: s3.phd Other ID: /ioep/clre/2003/00000001/00000002/art00003

DOI: 10.1080/1474846032000098473

Product

Categories

Subject: Articles