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      Durkheim, Vygotsky and the Curriculum of the Future

      London Review of Education

      IOE Press

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          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.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 July 2003
          : 1
          : 2
          : 99-117
          Article
          1474-8460(20030701)1:2L.99;1- s3.phd /ioep/clre/2003/00000001/00000002/art00003
          10.1080/1474846032000098473
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          London Review of Education
          Volume 1, Issue 2

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